Original Research

The Sensory Classroom Teacher Questionnaire: A tool for assessing conducive classroom conditions for children with ADHD

Hannelie du Preez, Celeste-Marié Combrinck
African Journal of Psychological Assessment | Vol 4 | a107 | DOI: https://doi.org/10.4102/ajopa.v4i0.107 | © 2022 Hannelie du Preez, Celeste-Marié Combrinck | This work is licensed under CC Attribution 4.0
Submitted: 18 February 2022 | Published: 30 August 2022

About the author(s)

Hannelie du Preez, Department of Humanities Education, Faculty of Education, University of Pretoria, Pretoria, South Africa
Celeste-Marié Combrinck, Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, Pretoria, South Africa


Physical classrooms provide immense sensory stimulation to children and inform behaviour, cognitive processes and psychological state of mind. Children diagnosed with any subtype of attention-deficit hyperactivity disorder (ADHD) are more likely to exhibit sensory integration/processing impairments that contribute to inappropriate behavioural and learning responses. Teachers need good information and user-friendly psycho-educational instruments to meet the needs of children diagnosed with any ADHD subtype. The Sensory Classroom Teacher Questionnaire (SCTQ) utilises ADHD symptomatology to evaluate learning spaces that support children in regulating their response to sensory input. We report on the piloted design and refinement of the SCTQ based on best practices. A convenience sample of South African early childhood teachers administered the first (n = 313) and second (n = 72) versions of the SCTQ at various primary schools. Cross-disciplinary specialists appraised the SCTQ for content validity, while the Rasch rating scale model was applied to assess internal construct reliability and validity. The structure of the latent constructs was assessed using Bayesian confirmatory factor analysis. Following the first pilot, we refined the SCTQ by combining or deleting unnecessary items and reducing the five-point Likert scale to a three-point scale. Revising the Likert scale in version one was necessary to improve category functioning. Adjusting the three-point scale in the revised SCTQ indicated good item and scale functioning. We show the conceptual framework, refinement process, all results and the most recent version of the SCTQ for teachers to use and educational researchers to adapt further.


Attention-deficit hyperactivity disorder (ADHD); early childhood development and education (ECDE); inclusive communal learning spaces; Sensory Classroom Teacher Questionnaire (SCTQ); psycho-educational assessment instruments; sensory integration


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