Department of Psychology, Ohio University, Athens, OH 45701, USA.
J Clin Child Adolesc Psychol. 2013;42(2):197-207. doi: 10.1080/15374416.2012.738456. Epub 2012 Dec 5.
We analyzed the results of high school teachers' ratings of symptoms of attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder, as well as school-related impairment of 875 adolescents. One hundred forty-three teachers at 19 high schools across 4 states each rated 6 students from their first-period classes according to selection criteria that led to ratings for 3 male and 3 female students. Factor analyses were conducted on the symptom measure to test hypotheses pertaining to the divergence of impulsivity and hyperactivity dimensions. Normative values for the Disruptive Behavior Disorder-Teacher Rating Scale and Impairment Rating Scale are reported, as well as important differences related to age, race, and gender. Gender and age contrasts revealed that boys were rated as more symptomatic and impaired than girls and younger adolescents were rated as having more problems than older adolescents in most areas. African American adolescents were rated higher on measures of symptoms and impairment than their Caucasian peers. Large differences in normative levels of hyperactivity/impulsivity and inattention are reported that are consistent with a reduced likelihood of a diagnosis of ADHD-C as children get older. Implications for the interpretation of ratings from high school teachers are discussed.
我们分析了 4 个州 19 所高中的 143 名教师对 875 名青少年注意缺陷多动障碍（ADHD）和对立违抗性障碍症状以及与学校相关的损伤的评级结果。每位教师根据选择标准对其第一节课的 6 名学生进行评级，这些标准导致对 3 名男学生和 3 名女学生进行评级。对症状量表进行因子分析，以检验与冲动和多动维度发散相关的假设。报告了破坏性行为障碍-教师评定量表和损伤评定量表的规范值，以及与年龄、种族和性别相关的重要差异。性别和年龄对比表明，男孩的症状和损伤程度比女孩更严重，而与年龄较大的青少年相比，年龄较小的青少年在大多数领域的问题更多。与白种人青少年相比，非洲裔美国青少年在症状和损伤程度方面的评分更高。报告了多动/冲动和注意力不集中的规范水平存在较大差异，这与随着儿童年龄的增长，ADHD-C 诊断的可能性降低相一致。讨论了对高中教师评分的解释的影响。
