Altepeter T S, Breen M J
Department of Psychology, University of Wisconsin-Oshkosh 54901.
J Child Psychol Psychiatry. 1992 May;33(4):741-8. doi: 10.1111/j.1469-7610.1992.tb00909.x.
The present investigation assesses situational variation in problem behaviors of children with Attention Deficit Disorder with Hyperactivity. Principal-component factors (VARIMAX rotation) were computed for the Home/School Situations Questionnaires (HSQ/SSQ). For the HSQ, four factors emerged, accounting for 61% of variance. For the SSQ, three factors emerged, accounting for 68% of variance. Factors were similar to those previously derived with non-referred children. To assess discriminative power, factors were compared (t-tests) to previous data. All factors significantly discriminated ADD/H from non-referred children. These data suggest the factors add to the utility of the HSQ/SSQ in assessing ADD/H.
本研究评估了患有注意力缺陷多动障碍儿童问题行为的情境差异。针对家庭/学校情境问卷（HSQ/SSQ）计算了主成分因子（方差最大化旋转）。对于HSQ，出现了四个因子，解释了61%的方差。对于SSQ，出现了三个因子，解释了68%的方差。这些因子与之前从未被转诊儿童得出的因子相似。为了评估区分能力，将这些因子与之前的数据进行了比较（t检验）。所有因子都显著区分了患有注意力缺陷多动障碍/多动型（ADD/H）的儿童与未被转诊儿童。这些数据表明，这些因子增加了HSQ/SSQ在评估ADD/H方面的效用。
