Atkins M S, Pelham W E
Department of Pediatrics, Children's Hospital, Philadelphia, PA.
J Learn Disabil. 1991 Apr;24(4):197-204, 255. doi: 10.1177/002221949102400403.
Schools are uniquely situated to provide information relevant to the assessment and treatment of Attention Deficit-Hyperactivity Disorder (ADHD) across a variety of tasks, settings, and observers. The importance of the school setting to the assessment and treatment of ADHD has resulted in the development of numerous measures appropriate for such assessment, but few guidelines for their use. The purpose of this article is to describe school-based assessment procedures and their relationship to ADHD. These procedures include teacher rating measures, direct observations in classrooms and on playgrounds, peer rating and sociometric measures, and permanent product measures such as academic performance. It is recommended that school-based assessment of ADHD involve the concurrent use of multiple measures to assess adequately the wide variety of symptoms associated with this disorder. It is further recommended that assessment serve the purpose of determining treatment efficacy to avoid unwarranted preoccupation with diagnostic issues that are as yet unresolved. The components of a comprehensive school-based assessment of ADHD are described, and their relationship to school-based treatment is discussed.
学校处于独特的地位，能够在各种任务、环境和观察者的背景下，提供与注意力缺陷多动障碍（ADHD）评估及治疗相关的信息。学校环境对于ADHD评估和治疗的重要性，促使人们开发了许多适用于此类评估的措施，但针对这些措施使用的指导方针却很少。本文的目的是描述基于学校的评估程序及其与ADHD的关系。这些程序包括教师评分措施、在教室和操场的直接观察、同伴评分和社会测量措施，以及诸如学业成绩等永久性成果措施。建议对ADHD进行基于学校的评估时，同时使用多种措施，以充分评估与该障碍相关的各种症状。还建议评估应服务于确定治疗效果的目的，避免过度关注尚未解决的诊断问题。本文描述了对ADHD进行全面的基于学校评估的组成部分，并讨论了它们与基于学校治疗的关系。
