Bussing Regina, Fernandez Melanie, Harwood Michelle, Garvan Cynthia Wilson, Eyberg Sheila M, Swanson James M
University of Florida, FL, USA.
Assessment. 2008 Sep;15(3):317-28. doi: 10.1177/1073191107313888. Epub 2008 Feb 29.
To examine Swanson, Nolan, and Pelham-IV (SNAP-IV) psychometric properties, parent (N = 1,613) and teacher (N = 1,205) data were collected from a random elementary school student sample in a longitudinal attention deficit hyperactivity disorder (ADHD) detection study. SNAP-IV reliability was acceptable. Factor structure indicated two ADHD factors and an oppositional defiant disorder (ODD) factor. Parent and teacher scores varied by gender and poverty status (d = .49-.56) but not age; only teacher scores varied by race (d = .25-.55). Screening and diagnostic utility was evaluated with likelihood ratios (LRs) and posttest probabilities. Parent SNAP-IV scores above 1.2 increased probability of concern (LR > 10) and above 1.8, of ADHD diagnosis (LR > 3). Teacher hyperactivity/impulsivity scores above 1.2 and inattention scores above 1.8 increased probabilities of concern only (LR = 4.2 and >5, respectively). Higher teacher scores for African American children and race differences in measurement models require future study.
为检验斯旺森、诺兰和佩勒姆第四版（SNAP-IV）的心理测量特性，在一项纵向注意力缺陷多动障碍（ADHD）检测研究中，从一所随机抽取的小学学生样本中收集了家长（N = 1613）和教师（N = 1205）的数据。SNAP-IV的信度是可接受的。因子结构表明存在两个ADHD因子和一个对立违抗障碍（ODD）因子。家长和教师的得分因性别和贫困状况而有所不同（d = 0.49 - 0.56），但不因年龄而异；只有教师得分因种族而不同（d = 0.25 - 0.55）。通过似然比（LRs）和检验后概率评估筛查和诊断效用。家长SNAP-IV得分高于1.2会增加受关注的概率（LR > 10），高于1.8则会增加ADHD诊断的概率（LR > 3）。教师的多动/冲动得分高于1.2且注意力不集中得分高于1.8只会增加受关注的概率（分别为LR = 4.2和>5）。非裔美国儿童教师得分较高以及测量模型中的种族差异需要未来进一步研究。
