Fabiano Gregory A, Pelham William E, Waschbusch Daniel A, Gnagy Elizabeth M, Lahey Benjamin B, Chronis Andrea M, Onyango Adia N, Kipp Heidi, Lopez-Williams Andy, Burrows-Maclean Lisa
Department of Counseling, School, and Educational Psychology, SUNY at Buffalo, Baldy Hall 426, Buffalo, NY 14260, USA.
J Clin Child Adolesc Psychol. 2006 Sep;35(3):369-85. doi: 10.1207/s15374424jccp3503_3.
Assessing impairment is an explicit component of current psychiatric diagnostic systems. A brief parent and teacher rating scale for assessing impairment was developed and studied using attention deficit hyperactivity disorder (ADHD) as an exemplar disorder. The psychometric properties of the Impairment Rating Scale (IRS) were measured in 4 samples. Two included ADHD and matched comparison children and the other 2 a school sample. Overall, IRS ratings exhibited very good temporal stability. They correlated with other impairment ratings and behavioral measures and displayed evidence of convergent and discriminant validity. The IRS was highly effective in discriminating between children with and without ADHD. Evidence that the parent and teacher IRS accounted for unique variance beyond ratings of ADHD symptoms is also presented. The scale is brief, practical, and in the public domain. The results of the studies and implications for the assessment of impairment are discussed.
评估损害是当前精神科诊断系统的一个明确组成部分。我们以注意力缺陷多动障碍（ADHD）作为范例疾病，开发并研究了一种用于评估损害的简短家长和教师评定量表。在4个样本中测量了损害评定量表（IRS）的心理测量特性。其中两个样本包括ADHD儿童和匹配的对照儿童，另外两个是学校样本。总体而言，IRS评分表现出非常好的时间稳定性。它们与其他损害评分和行为测量相关，并显示出收敛效度和区分效度的证据。IRS在区分患有和未患有ADHD的儿童方面非常有效。还提供了证据表明家长和教师的IRS能够解释超出ADHD症状评分的独特方差。该量表简短、实用且属于公共领域。讨论了研究结果以及对损害评估的影响。
