الفهرس 
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Abstract
Attention deficit hyperactivity disorder (ADHD) is a psychiatric neurodevelopmental disorder in which there are significant problems of attention, hyperactivity, or acting impulsively. The symptoms begin by the age of six to twelve and must be observed in multiple settings for six months or more and to a degree that is greater than others of the same age and cause problems in the person’s social, academic, or work life.
Based on the presenting symptom, ADHD can be divided into three subtypes; predominantly inattentive, predominantly hyperactive-impulsive, or combined if criteria for both types are met.
The aim of the study is to develop a perfect, Valid and reliable tool for evaluate ADHD children. This was done through translation and use of the Attention-Deficit/Hyperactivity Disorder test (ADHDT) for clinical assessment and correlates its results with different associated communication deficits encountered in these children.
The attention deficit/ hyperactivity disorder test (ADHDT) is a behavior checklist used to identify persons with ADHD; it designed for use in person’s age ranged from 3 to23 years and includes 36 items describing behaviors and characteristics for persons with ADHD.The time necessary to administer and score the test ranged from 10 to 15 minutes.
The test was translated to Arabic Language and some of its items clarified to suit the Egyptian culture. Pilot study was done on 8 subjects to check test after translation. Then it was applied on 100 children divided into 50 ADHD children and 50 typically developing children not suffering from any language or speech disorders aged from 2-10 years. Each group was further subdivided into two subgroups according to the age Group A: from 2 years to 6 years and Group B: from 6 years 1 month to 10 years.
All studied cases were subjected to ADHD evaluation protocol. This evaluation included complete history taking, Complete clinical examination with application of certain tests like Stanford Binet test, Childhood Attention Adjustment Survey (CAAS), Comprehensive Arabic Language Test (CALT), Illinois test of psycholinguistic abilities (ITPA), Dyslexia Screening test ”Arabic version” for associated dyslexia and hearing and vision evaluation.
Reliability of the test was proven by test retest method with 7-14 days interval. Validity was proven through Content description validity, internal consistency validity, Convergent validity, Concurrent validity and Construct validity. Sensitivity and specificity of the results of the attention deficit/ hyperactivity disorder test (ADHDT) were highly sensitive and specific. All methods indicated that the test is reliable and valid as a test for ADHD evaluation.
Correlation of ADHDT results with different associated communication deficits encountered in ADHD children indicates that individualization of intervention program is essential.