多方法评估注意缺陷多动障碍中测试会话和课堂观察的增量有效性。
Incremental validity of test session and classroom observations in a multimethod assessment of attention deficit/hyperactivity disorder.
机构信息
Department of Psychiatry, University of Vermont, VT, USA.
出版信息
J Clin Child Adolesc Psychol. 2010;39(5):650-66. doi: 10.1080/15374416.2010.501287.
Abstract
This study tested the incremental validity of behavioral observations, over and above parent and teacher reports, for assessing symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) in children ages 6 to 12, using the Test Observation Form (TOF) and Direct Observation Form (DOF) from the Achenbach System of Empirically Based Assessment. The TOF Attention Problems and DOF Intrusive scales contributed significant unique variance, over and above parent and teacher ratings, to predicting parent and teacher ratings of hyperactivity and impulsivity and predicting categorical diagnoses of ADHD-Combined type versus Non-ADHD and ADHD-Combined type versus ADHD-Predominantly Inattentive type. The TOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting parent ratings of hyperactivity and impulsivity and the DOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting teacher ratings of hyperactivity and impulsivity.
摘要
本研究采用《Achenbach 系统的经验性评估测试观察表》（Test Observation Form，TOF）和《直接观察表》（Direct Observation Form，DOF），检验了行为观察相对于家长报告和教师报告在评估 6 至 12 岁儿童注意缺陷多动障碍（ADHD）症状方面的增量有效性。TOF 的注意力问题和 DOF 的侵入性量表，除了家长和教师的评定外，还对预测家长和教师对多动和冲动的评定以及预测 ADHD-混合型与非 ADHD 以及 ADHD-混合型与 ADHD-注意力不集中型的类别诊断具有显著的独特贡献。TOF 的对立和注意缺陷/多动问题量表对预测家长对多动和冲动的评定具有独特的贡献，而 DOF 的对立和注意缺陷/多动问题量表对预测教师对多动和冲动的评定具有独特的贡献。
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