Adaptation and validation of the disruptive behaviour disorders teacher rating scale as a screening tool for early detection of disruptive behaviour disorders in schools in a lower-middle income setting.

Background Despite the need to curb the menace resulting from the negative trajectory of disruptive behaviour disorders (DBD) in societies of the world today, there is yet a dearth of locally standardised tools for the early detection of these disorders in Nigeria. This study was aimed at standardising the DBD teacher rating scale (DBD-TRS) to be culturally specific using teachers' ratings of their students. Objectives To establish norm scores for the three categories of DBD on the DBD-TRS, to evaluate the reliability, validity, predictive power, sensitivity and specificity of DBD-TRS items for identifying DBD symptoms amongst children/adolescents between the ages of 4 and 16 years.