Yeguez Carlos E, Sibley Margaret H
Department of Psychiatry, University of Michigan, Rachel Upjohn Building, Room 2107, 4250 Plymouth Road, Ann Arbor, MI 48109, USA; Center for Children and Families, Florida International University, AHC-1 Room 146, 11200 SW 8th Street, Miami, FL 33199, USA.
Department of Psychiatry and Behavioral Health, Florida International University, Miami, FL, USA; Center for Children and Families, Florida International University, AHC-1 Room 146, 11200 SW 8th Street, Miami, FL 33199, USA.
School Ment Health. 2016 Dec;8(4):452-460. doi: 10.1007/s12310-016-9192-1. Epub 2016 May 4.
A diagnosis of attention-deficit/hyperactivity disorder (ADHD) according to the (DSM-5) is assessed in youth using ratings from both a parent and a teacher. However, individual and contextual differences between informants may lead to discrepancies in these ratings. The purpose of this study was to examine predictors of discrepancies between mother and middle school teacher reports of ADHD symptoms and related impairment. In an ethnically diverse sample of middle school students with well-diagnosed DSM-IV-TR ADHD ( = 112), we examined a range of mother and school setting characteristics that may contribute to informant discrepancies in this population. Hierarchical multiple regression analyses suggested that mothers with higher levels of education and psychopathology (i.e., ADHD symptom severity, parenting stress) may be most likely to report adolescent ADHD symptom severity that is higher than reported by teachers. Reports from general education teachers (vs. special education) were associated with lower symptom severity compared to mothers. Finally, a documented diagnosis of ADHD in the school was predictive of more severe reports from mothers. We discuss explanations for these findings and implications for assessment of middle school students with ADHD.
根据《精神疾病诊断与统计手册》第五版（DSM - 5）对青少年注意力缺陷多动障碍（ADHD）的诊断是通过家长和教师的评分来进行评估的。然而，信息提供者之间的个体差异和背景差异可能导致这些评分出现差异。本研究的目的是探讨母亲与中学教师关于ADHD症状及相关损害报告之间差异的预测因素。在一个种族多样化的、被确诊为DSM - IV - TR ADHD的中学生样本（n = 112）中，我们考察了一系列母亲和学校环境特征，这些特征可能导致该人群中信息提供者之间的差异。分层多元回归分析表明，教育水平较高且有精神病理学问题（即ADHD症状严重程度、育儿压力）的母亲，最有可能报告青少年ADHD症状严重程度高于教师所报告的程度。与母亲相比，普通教育教师（而非特殊教育教师）报告的症状严重程度较低。最后，学校记录的ADHD诊断预示着母亲会给出更严重的报告。我们讨论了这些发现的解释以及对ADHD中学生评估的启示。
