Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto , Canada.
Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto , Canada ; Neuroscience & Mental Health, The Hospital for Sick Children , Toronto , Canada.
PeerJ. 2014 Mar 25;2:e324. doi: 10.7717/peerj.324. eCollection 2014.
Background. The number of students with Attention Deficit/Hyperactivity Disorder (ADHD) enrolled in colleges and universities has increased markedly over the past few decades, giving rise to questions about how best to document symptoms and impairment in the post-secondary setting. The aim of the present study was to investigate the utility and psychometric properties of a widely-used rating scale for adults with ADHD, the Adult ADHD Self-Report Scale (ASRS-V1.1), in a sample of post-secondary students with ADHD. Methods. A total of 135 college students (mean age = 24, 42% males) with ADHD were recruited from Student Disability Services in post-secondary institutions. We compared informant responses on the ASRS administered via different modalities. First, students' self-report was ascertained using the ASRS Screener administered via telephone interview, in which they were asked to provide real-life examples of behavior for each of the six items. Next, students self-reported symptoms on the 18-item paper version of the ASRS Symptom Checklist administered about 1-2 weeks later, and a collateral report using an online version of the 18-item ASRS Symptom Checklist. Students also completed self-report measures of everyday cognitive failure (CFQ) and executive functioning (BDEFS). Results. Results revealed moderate to good congruency between the 18-item ASRS-Self and ASRS-Collateral reports (correlation = .47), and between student self-report on the 6-item telephone-based and paper versions of the ASRS, with the paper version administered two weeks later (correlation = .66). The full ASRS self-report was related to impairment, such as in executive functioning (correlation = .63) and everyday cognitive failure (correlation = .74). Executive functioning was the only significant predictor of ASRS total scores. Discussion. Current findings suggest that the ASRS provides an easy-to-use, reliable, and cost-effective approach for gathering information about current symptoms of ADHD in college and university students. Collateral reports were moderately related to self-reports, although we note the difficulty in obtaining informant reports for this population. Use of a telephone interview to elicit behavioral descriptions for each item may be useful in future research that is required to specifically test the utility of the ASRS in, for example, documenting and confirming current reports of impairment due to ADHD symptoms and its positive and negative predictive power for diagnosis.
在过去几十年中，患有注意力缺陷多动障碍（ADHD）的大学生人数显著增加，这引发了如何在高等教育环境中最好地记录症状和障碍的问题。本研究的目的是调查一种广泛用于成人 ADHD 的评定量表，即成人 ADHD 自评量表（ASRS-V1.1），在 ADHD 大学生样本中的效用和心理测量学特性。
共招募了 135 名来自高等教育机构学生残疾服务处的 ADHD 大学生（平均年龄=24 岁，42%为男性）。我们比较了通过不同方式进行的 ASRS 评定的信息提供者反应。首先，通过电话访谈中的 ASRS 筛查器来确定学生的自我报告，他们被要求为六个项目中的每一个提供现实生活中的行为示例。接下来，学生大约在 1-2 周后使用 18 项 ASRS 症状清单的纸质版本进行自我报告症状，并用 18 项 ASRS 症状清单的在线版本进行附带报告。学生还完成了日常认知失败（CFQ）和执行功能（BDEFS）的自我报告测量。
结果表明，18 项 ASRS-自我和 ASRS-附带报告之间存在中度至良好的一致性（相关性=.47），并且与两周后进行的基于电话的 6 项和纸质版本的 ASRS 学生自我报告之间存在中度一致性（相关性=.66）。完整的 ASRS 自我报告与执行功能（相关性=.63）和日常认知失败（相关性=.74）等障碍有关。执行功能是 ASRS 总分的唯一显著预测因子。
目前的研究结果表明，ASRS 提供了一种简单易用、可靠且具有成本效益的方法，可用于收集大学生 ADHD 患者的当前症状信息。附带报告与自我报告中度相关，尽管我们注意到为该人群获取信息提供者报告的困难。使用电话访谈来引出每个项目的行为描述可能对未来研究有用，这些研究需要专门测试 ASRS 的效用，例如，记录和确认由于 ADHD 症状导致的当前障碍报告，以及其对诊断的阳性和阴性预测能力。
