J Atten Disord. 2010 Jan;13(4):325-38. doi: 10.1177/1087054708329927.
The authors examined the ability of college students to simulate ADHD symptoms on objective and self-report measures and the relationship between knowledge of ADHD and ability to simulate ADHD.
Undergraduate students were assigned to a control or a simulated ADHD malingering condition and compared with a clinical AD/HD group. The authors used several clinical attentional measures and symptom validity tests to differentiate experimental groups via a series of multivariate procedures.
Simulators successfully feigned ADHD symptoms on a retrospective self-report measure. Moreover, knowledge of ADHD was unrelated to objective attentional measure performance. Overall, participants who simulated ADHD on some objective measures (i.e., specific Wechsler Adult Intelligence Scale-III [WAIS-III] subtests) showed similar performance to the clinical ADHD comparison sample.
The implications of these findings highlight the importance of relying on multiple vectors of information, be it objective, observational, self-report, or reports by others, when diagnosing ADHD and assessing factors related to potential secondary gain.
作者研究了大学生在客观和自我报告测量中模拟 ADHD 症状的能力，以及 ADHD 知识与模拟 ADHD 能力之间的关系。
将本科生分配到对照组或模拟 ADHD 装病组，并与临床 ADHD 组进行比较。作者使用了几种临床注意力测量和症状效度测试，通过一系列多元程序对实验组进行区分。
装病者在回顾性自我报告测量中成功地模拟了 ADHD 症状。此外，ADHD 知识与客观注意力测量表现无关。总体而言，在某些客观测量（即特定的韦氏成人智力量表-III [WAIS-III]子测验）上模拟 ADHD 的参与者与临床 ADHD 比较样本表现相似。
这些发现的意义强调了在诊断 ADHD 和评估与潜在继发性获益相关因素时，依赖于多个信息向量的重要性，无论是客观的、观察性的、自我报告的还是他人的报告。
