Marquette University, Milwaukee, WI, USA.
Clin Child Fam Psychol Rev. 2011 Sep;14(3):318-28. doi: 10.1007/s10567-011-0098-z.
Conceptualizing and measuring functional impairment related to childhood ADHD, particularly within the rapidly growing, yet underserved, Latino population, is an important area of research that is in its infancy in the field of psychology. The functional impairments related to academic achievement, social competence, and familial relations experienced by children with ADHD lead to long-lasting and debilitating difficulties that adversely affect the individuals themselves, their families, and society. In addition, limited available research suggests that Latino children are at a great or greater risk for developing ADHD, although they are much less likely to be identified by their parents as displaying problematic behavior and subsequently are less likely to receive proper assessment and treatment due to several practical and cultural factors. Fortunately, initial evidence suggests that the construct of functional impairment may be a more universal notion than the potentially culturally biased measurement of symptomatology. Therefore, in order to provide the best possible outcomes for all children with ADHD, research needs to be expanded to include examination of functional impairment related to ADHD, particularly when working with Latino children and their families. Thus, the primary aim of the current review is to examine and critique how the field of psychology has understood and measured functional impairment in school-aged Latino children with ADHD to date. Based on information reviewed, suggestions for moving toward a culturally modified assessment of functional impairment related to ADHD in Latino children will be proposed. This work is a necessary step toward providing culturally appropriate services for a currently underserved, yet rapidly growing, Latino population in our country.
概念化和衡量与儿童 ADHD 相关的功能障碍，特别是在快速增长但服务不足的拉丁裔人群中，是心理学领域一个处于起步阶段的重要研究领域。ADHD 儿童在学业成绩、社交能力和家庭关系方面所经历的功能障碍会导致持久和衰弱的困难，对个人本身、他们的家庭和社会都有不利影响。此外，有限的可用研究表明，拉丁裔儿童患 ADHD 的风险更大或更大，尽管他们被父母认为表现出问题行为的可能性较小，由于几个实际和文化因素，他们不太可能接受适当的评估和治疗。幸运的是，初步证据表明，功能障碍的概念可能比症状学的潜在文化偏见测量更为普遍。因此，为了为所有患有 ADHD 的儿童提供尽可能好的结果，需要扩大研究范围，包括对 ADHD 相关功能障碍的研究，特别是在与拉丁裔儿童及其家庭合作时。因此，本综述的主要目的是检查和批评迄今为止心理学领域如何理解和衡量学龄期拉丁裔 ADHD 儿童的功能障碍。基于回顾的信息，将提出针对拉丁裔儿童 ADHD 相关功能障碍的文化修正评估的建议。这项工作是为我们国家目前服务不足但快速增长的拉丁裔人群提供文化上适当服务的必要步骤。
