Perugini E M, Harvey E A, Lovejoy D W, Sandstrom K, Webb A H
University of Connecticut, Hartford Hospital and the Institute of Living, Hartford, Connecticut, USA.
Child Neuropsychol. 2000 Jun;6(2):101-14. doi: 10.1076/chin.6.2.101.7059.
The present study explores the predictive power of seven neuropsychological assessment tools used in combination in classifying children with attention-deficit/hyperactivity disorder (ADHD). Twenty-one ADHD boys and 22 community control children participated. Group differences were significant on the continuous performance test only; however, battery analysis did increase overall predictive power, which was moderate. This study highlights the difficulty in identifying consistent mean differences on tests of frontal/executive functioning across studies, as well as the need to assess the predictive validity of these tests in classifying children with ADHD. The study suggests that these tests may provide greater predictive validity when used in combination. Inconsistencies in the literature are discussed, with consideration of research methodology, the heterogeneity of the ADHD population, and comorbid diagnoses.
本研究探讨了联合使用七种神经心理学评估工具对注意力缺陷多动障碍（ADHD）儿童进行分类的预测能力。21名患ADHD的男孩和22名社区对照儿童参与了研究。仅在连续性能测试中，两组差异显著；然而，成套分析确实提高了整体预测能力，该能力为中等水平。这项研究凸显了在各项研究中确定额叶/执行功能测试中一致的平均差异存在困难，以及评估这些测试在对ADHD儿童进行分类时的预测效度的必要性。研究表明，这些测试联合使用时可能具有更高的预测效度。文中讨论了文献中的不一致之处，同时考虑了研究方法、ADHD人群的异质性以及共病诊断情况。
