Zhou Xuechun, Reynolds Cecil R, Zhu Jianjun, Kamphaus Randy W, Zhang Ou
a NCS Pearson , San Antonio , TX , USA.
b Texas A&M University , College Station , TX , USA.
Appl Neuropsychol Child. 2018 Apr-Jun;7(2):150-156. doi: 10.1080/21622965.2017.1284661. Epub 2017 Feb 22.
This study illustrates the accuracy and efficiency of using an evidence-based assessment (EBA) strategy for diagnosis of attention-deficit/hyperactivity disorder (ADHD) by integrating the scale scores obtained on BASC-3 teacher and parent rating scales. The examined process used empirical diagnostic likelihood ratios (DLRs) derived from a sample of children with ADHD (N = 339) matched on demographic characteristics from the normative sample. The results show that behavioral scales of executive functioning and functional communication provided incremental utility in ADHD diagnosis. With a revised probability of .80 or higher as the diagnostic criterion, teachers, and parents positively diagnosed 70% and 94% of the ADHD cases respectively. The EBA approach was efficient, with four scales on average used to reach the proposed posterior probability for final diagnosis. Finally, teachers and parents demonstrated a high agreement with respect to the diagnosis results and scales used for the diagnosis.
本研究通过整合BASC-3教师和家长评定量表获得的量表分数，说明了使用循证评估（EBA）策略诊断注意力缺陷/多动障碍（ADHD）的准确性和效率。所检验的过程使用了从多动症儿童样本（N = 339）中得出的经验性诊断似然比（DLR），该样本在人口统计学特征上与常模样本相匹配。结果表明，执行功能和功能性沟通的行为量表在ADHD诊断中提供了额外的效用。以0.80或更高的修正概率作为诊断标准，教师和家长分别正确诊断出70%和94%的ADHD病例。EBA方法效率很高，平均使用四个量表就能达到最终诊断建议的后验概率。最后，教师和家长在诊断结果和用于诊断的量表方面表现出高度一致性。
