Youngstrom Eric A, Joseph Megan F, Greene Jamelle
Department of Psychology, University of North Carolina, Chapel Hill, NC 27599-3270, USA.
J Clin Psychol. 2008 Apr;64(4):382-401. doi: 10.1002/jclp.20462.
The psychometric properties of four teacher report measures and their utility for accurate diagnosis of pediatric bipolar spectrum disorders (BPSDs) were examined. Participants were 191 youth (65% male; 62% African-American; 23% diagnosed with a BPSD), age 5-18 (M=10.16, SD=3.27) years, 70% recruited from a community mental health center and 30% recruited from a mood disorders clinic. Teachers "who knew the child best" were asked to complete the Achenbach Teacher Report Form (TRF) as well as teacher versions of the General Behavior Inventory (T-GBI), the Child Mania Rating Scale (CMRS-T), and the Young Mania Rating Scale (T-YMRS). Teacher response rates and missing data varied significantly depending on the age of the child. Exploratory factor analysis identified stable and interpretable factors; however, receiver operating characteristic (ROC) and logistic regression analyses showed that teacher report measures were not able to discriminate BPSD cases from non-BPSD cases, or from attention deficit hyperactivity disorder (ADHD) cases. Teacher report appears to be insufficiently specific or sensitive to BPSD for clinical diagnostic use, although teacher scales might have research utility.
研究了四种教师报告测量工具的心理测量特性及其在准确诊断儿童双相谱系障碍（BPSD）方面的效用。参与者为191名青少年（65%为男性；62%为非裔美国人；23%被诊断患有BPSD），年龄在5至18岁之间（M=10.16，SD=3.27），70%从社区心理健康中心招募，30%从情绪障碍诊所招募。要求“最了解孩子”的教师填写阿肯巴克教师报告表（TRF）以及一般行为量表（T-GBI）、儿童躁狂评定量表（CMRS-T）和青年躁狂评定量表（T-YMRS）的教师版。教师的回复率和缺失数据因孩子年龄的不同而有显著差异。探索性因素分析确定了稳定且可解释的因素；然而，受试者工作特征（ROC）和逻辑回归分析表明，教师报告测量工具无法区分BPSD病例与非BPSD病例，或与注意力缺陷多动障碍（ADHD）病例。教师报告对于BPSD的临床诊断用途似乎特异性或敏感性不足，尽管教师量表可能具有研究效用。
