Mohammed M. J. Alqahtani

There is an increasing number of studies in the literature on the prevalence of attention-deficit/hyperactivity disorder (ADHD), indicating its high prevalence. This study sought to investigate the reliability of the ADHD Rating Scale-5 (ADHD-RS-5) for adolescents in Saudi Arabia as a valid screening tool for this age group. Furthermore, it aimed to calculate the cutoff score for screening for ADHD in the Saudi environment to provide a reliable tool that helps specialists assessing for ADHD among adolescents.This study applied a descriptive approach to verify the reliability of the ADHD-RS-5 in the Saudi environment. The sample consisted of 477 parents and 1284 teachers of Saudi and non-Saudi adolescents (aged 13 to below 20 years) residing in Riyadh, Makkah, and the Eastern Province. Both forms of the ADHD-RS-5 (home and school) were applied to the sample under supervision of the Saudi ADHD Society. Data were analyzed using IBM SPSS Statistics (version 26), JASP (version 0.18.3.0), and MedCalc statistical software (version 22.030).Confirmatory factor analysis results revealed acceptable goodness-of-fit indicators for the home and school forms of the ADHD-RS-5. Pearson's correlation coefficients for both forms were found to be positive and statistically significant (p > 0.001); the coefficient values ranged between 0.669 and 0.921 for the home form and between 0.795 and 0.954 for the school form. In addition, Cronbach's α coefficient values ​​for inattention, hyperactivity, impairment, and the scale's total score for the home form were 0.919, 0.913, 0.952, and 0.952, respectively, while for the school form were 0.955, 0.944, 0.969, and 0.981, respectively. Cronbach's α coefficient values ​​were close to the values ​​of the McDonald's ω for the home form (0.920, 0.914, 0.953, and 0.965, respectively) and for the school form (0.955, 0.939, 0.968, and 0.977, respectively). These results indicate that the ADHD-RS-5, both home and school forms, and its subscales have good Cronbach's α and McDonald's ω coefficients. The findings also showed that the prevalence of ADHD among adolescents in Saudi Arabia was 5.03% based on the home form and 5.92% based on the school form. The cutoff value to screen for ADHD in adolescents in the Saudi environment for the home form was > 30, with a sensitivity of 91.67% (95% confidence level [CL] = 73-99), a specificity of 86.98% (95% CL = 83.5-89.9), and 81.29% accuracy. However, the cutoff score in the school form was > 28, with a sensitivity of 94.74% (CL = 81.1-98.5), a specificity of 89.65% (CL = 87.8-91.3), and 86.46% accuracy.The current findings suggest that the Arabic version of the ADHD-RS-5-AR has strong psychometric properties, with good indicators of internal consistency and reliability. This study provides valuable information for the national ADHD survey planned to be carried out in 2024-2025. It will also support the preventive efforts in Saudi Arabia and Saudi Vision 2030 in achieving its goals related to the quality of life and well-being of community members of all ages as well as the goals of sustainable development.

Objective: This study investigated the psychometric properties of the Arabic version of the Adult Self-Report Scale-5 (the ASRS-5-AR) within a large sample of adults residing in Saudi Arabia. Methods: This cross-sectional study applied the ASRS-5-AR to a random sample of 4,299 Saudi and non-Saudi adults, aged 19 to 66 years (31.16 ± 9.26 years), living in the regions of Riyadh, Makkah, and the Eastern Province in Saudi Arabia. Collected data were analyzed using IBM SPSS Statistics 26, JASP 0.18.3.0 software, and MedCalc 22.030 statistical software. Results: The ASRS-5-AR demonstrated strong internal consistency, with all six items showing significant positive correlation with the total score (.675–.735). Results of confirmatory factor analysis revealed a goodness-of-fit coefficient of 0.983 for the one-factor model and McDonald’s omega, Cronbach’s α, and Spearman-Brown coefficients of 0.786, 0.788, and 0.724, respectively. In addition, the findings revealed statistically significant differences in self-reported ADHD symptoms based on age ( F = 18.68; p < .001), level of education ( F = 2.61; p < .05), and marital status ( F = 22.30; p < .001). However, there were no significant differences in self-reported ADHD symptoms between males and females ( t = 0.625; p > .05) or Saudi and non-Saudi participants ( t = 0.409; p > .05) or based on region of residence ( t = 2.19; p > .05). Conclusions: This study provides valuable insights into the psychometric properties of the ASRS-5-AR within a large sample of adults in Saudi Arabia. The findings demonstrate acceptable reliability of the ASRS-5-AR within this population. While these findings suggest the ASRS-5-AR may be a useful tool for initial assessment, further research is crucial. Future studies should focus on establishing accurate cutoff scores by comparing a general population sample with a clinically diagnosed sample of adults with ADHD in Saudi Arabia. This will allow for a more accurate evaluation of the scale’s utility in identifying individuals who may require further clinical assessment.

Objectives: To determine ADHD research priorities from the perspective of ADHD professionals internationally. Method: A two-stage modified Delphi design was used. In Stage 1 (qualitative), participants listed research questions relating to ADHD that they perceived to be most important ( N = 132). In Stage 2 (quantitative), participants were then asked to rate each research question that was deemed appropriate (able to be researched and not already addressed by research) in terms of perceived importance ( N = 180). Results: Stage 1 generated 382 research questions with 10 broad areas identified for example, co-occurring conditions and treatment, etc. The top 20 most important questions related to ADHD in women/girls, long-term medication use, non-pharmacological interventions, ADHD measurement/rating scales, and efficacy of emotional regulation interventions. Conclusion: These results can inform an ADHD research agenda which represents the views of the individuals from major ADHD professional groups internationally. Parallel work is needed focusing on research priorities from the perspective of ADHD consumers.

Background and Objectives: The purpose of this study was to investigate personality and relationship patterns in patients with psychogenic non-epileptic seizures (PNES) and compare them to patients with epilepsy and healthy controls. Materials and Methods: A total of 68 participants were recruited (mean age = 29.8 ± 9.4 years), including 25 (36.2%) with PNES. The assessment was conducted using the Relationship Questionnaire (RQ), Big Five Inventory (BFI), Relationship Assessment Scale (RAS), Satisfaction with Life Scale (SWLS), and Conflict Behavior Scale (CBS). Results: The IQ of patients with PNES (88.8 ± 13.6) was lower compared to healthy controls (103.5 ± 28.0) but higher than epilepsy patients (84.6 ± 12.9). There were no significant differences between PNES patients and either patients with epilepsy or healthy controls in terms of security, fearfulness, preoccupation, or dismissiveness based on RQ subscale scores. PNES patients tended to be less satisfied (RAS total score, p = 0.10), but did not differ on overall life quality (on SWLS) compared to epilepsy patients and healthy individuals. There were no significant differences in the scores for different attachment styles (secure, fearful, preoccupied, dismissive) among the groups (p > 0.05). Significant differences were found in agreeableness (p = 0.017) and openness (p = 0.009) among the groups. The PNES group exhibits higher scores in Negative—Own (p = 0.009), Positive—Own (p = 0.011), Negative—Partner (p = 0.011), and Positive—Partner (p = 0.028) compared to epilepsy and healthy individuals. No significant differences observed in the Abusive—Own and Abusive—Partner scores (p > 0.05). Conclusions: In conclusion, this study highlights distinct personality traits and relationship patterns in patients with psychogenic non-epileptic seizures (PNES) compared to epilepsy patients and healthy controls, emphasizing the need for targeted interventions to address these psychological nuances effectively.

This study is an attempt to explore war-related trauma, its stressful effects, and the coping strategies of Saudi schoolchildren. The authors hypothesized that children exposed to war-related trauma will show higher levels of PTSD, and that those with higher levels of PTSD symptoms use more maladaptive coping strategies. The study describes the correlation between traumatic events and posttraumatic stress disorder (PTSD) as well as coping strategies. Five hundred twenty-seven intermediate and high school students, 12 to 18 years old, living in the conflict zone in southern Saudi Arabia completed three standardized self-reported scales: the War Zone Traumatic Events Checklist, the Child PTSD Symptom Scale, and the Children’s Coping Strategies Checklist. Each participating student was randomly chosen. Analysis was based on two groups: the high-PTSD symptoms group (182 children) and the low-PTSD symptoms group (345 children). The study was conducted between September 2020 and April 2022 while the war was ongoing as part of an ongoing larger study. Children exposed to war-related traumatic events exhibited greater prevalence rates for PTSD. The children reported high levels of PTSD symptoms and applied a variety of coping strategies to manage related stress. Participants rarely reported that psychological or educational interventions had been used to manage the war-related traumatic experiences and PTSD or to improve related coping styles. The results are discussed in the context of mental health services needed for children in the conflict zone. To bridge the gap between health care services and the needs of children with PTSD, and for better understanding and interventions, health professionals are invited to develop a biopsychosocial model that identifies the risks of PTSD related to exposure to war-related traumatic events in school-aged children and, hence, provide a multidisciplinary intervention program that educates, encourages, and supports teachers and parents in following medical recommendations and goals.

Objective: The aim of this study is to examine, for the first time, the mental health literacy of the Saudi general population. Additionally, we aim to identify demographic factors associated with elevated mental health literacy scores. Methods: A cross-sectional study using a phone interview survey with quota sampling was conducted for equal distribution of sexes, age and administrative regions. Mental health literacy was assessed by the previously validated mental health literacy scale (MHLS). The MHLS ranges from 35 to 160, and a higher score indicates greater level of mental health literacy. Results: In this study, 4,547 (70.2%) agreed to complete the interview. The sample was equally distributed across Saudi Arabia’s 13 administrative regions with 50.1% female and mean age 35.9 (SD: ± 12.8). In terms of education, 55.1% have a bachelor’s degree or above. The nationally weighted score on the original MHLS was 110.75. the MHLS Saudi validation score was influenced by various variables including: marital status, healthcare-related job, sex, education level, and proximity to individuals with mental health issues. Conclusion: The study offers data for the first time on Saudi Arabian mental health literacy status. The high MHLS score reflects good societal awareness and understanding of mental health related concepts and issues in the Saudi population. The results of this study set the baseline for mental health literacy in Saudi Arabia. Future research may focus on utilizing the validated MHLS and the method used in this study to explore the effect of other social and individual factors on mental health literacy.

Objective: This study aimed to utilize Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA) to investigate the constructive validity of the Arabic translation of the Vanderbilt Attention Deficit/Hyperactive Disorder (ADHD) Diagnostic Scale (VADRS-A) using its two versions, the Arabic Vanderbilt ADHD Diagnostic Parent Rating Scale (VADPRS-A) and the Arabic Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS-A). Method: A descriptive research design was employed. Children were assessed by their parents and teachers, and a cluster sample of 1812 participants was chosen from many schools in Saudi Arabia, divided into two groups: parents (504) and teachers (1308) of children whose ages ranged between 5 to 12 years old. The VADPRS-A and VADTRS-A were administered to parents and teachers under the supervision of the Saudi ADHD Society. Results: The results of the PCA of VADPRS-A found that the six factors saturate one general factor that explained (59%) of the total variance of the factor matrix with eigenvalues (3.540). Similarly, the PCA of VADTRS-A demonstrated that the five factors were saturated on a general factor that explained (69.20%) of the total variance of the factor matrix with eigenvalues (3.460). Also, the results indicate the high internal consistency of VADPRS-A and VADTRS-A, all factors correlated together and the total scores positively and significantly statistically (p>.001) correlation coefficients ranged between (0.296 to 0.843) for VADPRS-A, and ranges between (0.432 to 0.939) for VADTRS-A. Also, the Cronbach's α coefficient values for the six factors and total score of VADPRS-A were (.906, .925, .900, .896, .853, .872, .959) respectively, and these values are close to the values of the McDonald's ω for the factors and the total score were (.908, .923, .901, .871, .850, .877, .925) respectively. In the same way, Cronbach's α coefficients were (.967, .921, .914, .858, .948, .971) for all factors and the total score of VADTRS-A respectively, and these values are close to the values of the McDonald's ω (.968, .921, .919, .856, .943, .965) for all factors and the total score of VADTRS-A. In addition CFA for VADPRS-A and VADTRS-A models showed acceptable factor loading and good values of goodness-of-fit indices; CFI, TLI, RMSEA, IFI, and GFI (0.956, 0.942, 0.049, 0.956, 0.952) respectively for VADPRS-A model, and were (0.958, 0.932, 0.051, 0.963, 0.964) for VADTRS-A model, all of these were at an acceptable range. These results suggest a fit with the previous theoretical literature about VADPRS and VADTRS and DSM-5 and ICD-11 criteria of ADHD. Conclusion: These findings highlighted the good psychometric properties of VADRS-A in both its versions VADPRS-A and VADTRS-A in the Saudi environment. Due to these findings, we suggest utilizing VADPRS-A and VADTRS-A during ADHD diagnosis in children 5-12 years old in Saudi Arabia, to facilitate early diagnosis and intervention, and to help mitigate the risks of ADHD during subsequent developmental phases in children's lives.

The neurobehavioral syndrome known as spatial neglect, which could be a result of a brain tumor, is common but difficult to diagnose and manage. This case study describes the evaluation of spatial neglect syndrome psychologically in detail and also builds an initial discussion of the role of the Arabic language, which requires a right‐to‐left‐oriented spatial frame, to understand the severity of the symptoms. We report a case of spatial neglect syndrome after a brain tumor. A 7‐year‐old boy presented to the CDC clinics with a significant limitation of attention and very poor school achievement. The patient underwent several neuropsychological assessments, including an intellectual IQ test, social and adaptive behavior testing, attention deficit hyperactivity disorder testing, and a battery of neuropsychological tests to detect the presence of spatial neglect, as well as a psychological interview and observation. We present a 7‐year‐old boy with spatial neglect syndrome who visited the primary children's mental health department. The additional role of the Arabic language could have more of an impact on the symptoms and the proper rehabilitation intervention. After the proper diagnosis and rehabilitation intervention, the child showed a good outcome with regard to his attention and focusing skills as well as his school performance.