Dewey D, Kaplan B J, Crawford S G, Fisher G C
Department of Pediatrics, University of Calgary, Alberta Children's Hospital, Canada.
Dev Neuropsychol. 2001;19(2):173-89. doi: 10.1207/S15326942DN1902_3.
The predictive accuracy of the Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) over and above more standardized diagnostic tools in children with attention deficit hyperactivity disorder (ADHD) and reading disabilities (RD) was examined. Fifty-three children with ADHD, 63 with RD, 63 with ADHD-RD, and 112 normal comparison children were administered the WRAML, the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991), the Achenbach (1991) Child Behavior Checklist (CBCL), and the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R; Woodcock & Johnson, 1989). Results of a series of discriminant function analyses revealed that the academic, intellectual, and behavioral measures could correctly classify 73.1% of children, but the WRAML subtests alone were able to correctly classify only 58.5% of participants. Combining all of the memory, academic, intellectual, and behavioral measures resulted in 77.5% of cases being correctly classified. These results suggest that the use of a measure of memory functioning such as the WRAML did not significantly improve the predictive accuracy of a diagnosis of ADHD, RD, or both over and above more standard diagnostic academic, intellectual, and behavioral measures.
研究了广泛记忆与学习评估量表（WRAML；谢斯洛和亚当斯，1990年）在注意力缺陷多动障碍（ADHD）和阅读障碍（RD）儿童中，相对于更标准化诊断工具的预测准确性。对53名患有ADHD的儿童、63名患有RD的儿童、63名患有ADHD-RD的儿童以及112名正常对照儿童施测了WRAML、韦氏儿童智力量表第三版（WISC-III；韦克斯勒，1991年）、阿肯巴克（1991年）儿童行为检查表（CBCL）以及伍德库克-约翰逊心理教育成套测验修订版（WJ-R；伍德库克和约翰逊，1989年）。一系列判别函数分析的结果显示，学业、智力和行为测量能够正确分类73.1%的儿童，但仅WRAML子测验只能正确分类58.5%的参与者。将所有记忆、学业、智力和行为测量结合起来，77.5%的病例被正确分类。这些结果表明，使用如WRAML这样的记忆功能测量工具，相对于更标准的诊断性学业、智力和行为测量工具，并没有显著提高对ADHD、RD或两者诊断的预测准确性。
