Hartman Christie A, Rhee Soo H, Willcutt Erik G, Pennington Bruce F
Department of Psychiatry, University of Colorado at Denver and Health Sciences Center, 4200 East 9th Ave., Box C-268-35, Denver, CO 80262, USA.
J Abnorm Child Psychol. 2007 Aug;35(4):536-42. doi: 10.1007/s10802-007-9110-y. Epub 2007 Feb 27.
The present study is the first to utilize twin modeling to examine whether parent-teacher disagreement for ADHD ratings is due to parent or teacher bias, or due to raters observing different but valid ADHD behaviors. A joint analysis was conducted with 106 twin pairs, including twins selected for ADHD and control twin pairs. Total ADHD scores were analyzed using multiple rater models that estimate genetic and environmental contributions common to both raters and unique to each rater. Results suggest that 1) disagreement in ADHD ratings is strongly due to parents and teachers observing different ADHD behaviors, some of which is valid and some of which is due to bias, and 2) parents may be more biased than teachers in their ADHD ratings.
本研究首次运用双胞胎模型来检验家长与教师在多动症评分上的分歧是源于家长或教师的偏差，还是由于评分者观察到不同但有效的多动症行为。对106对双胞胎进行了联合分析，其中包括被选为患有多动症的双胞胎以及对照双胞胎对。使用多评分者模型分析多动症总分，该模型估计了评分者共有的遗传和环境因素以及每个评分者独有的因素。结果表明：1）多动症评分的分歧很大程度上是由于家长和教师观察到不同的多动症行为，其中一些行为是有效的，一些是由于偏差；2）家长在多动症评分上可能比教师更有偏差。
