Johnston C, Pelham W E, Murphy H A
J Abnorm Child Psychol. 1985 Mar;13(1):89-100. doi: 10.1007/BF00918374.
Peer and teacher perceptions of younger and older ADDH and normal children were compared. Peer nominations on the Pupil Evaluation Inventory revealed that ADDH children received more nominations on the Aggression factor and fewer on the Likability factor. ADDH boys received more nominations on the Withdrawal factor. Generally, older children received fewer nominations, but age did not interact with diagnosis; that is, younger and older ADDH children were perceived by peers as equally deviant. Discriminant analyses showed that peer ratings were useful in discriminating between ADDH and normal boys, but not between ADDH and normal girls. Teacher ratings of peer behavior suggested that older ADDH girls were perceived as less disturbed than younger girls. However, teacher ratings of boys revealed no age by diagnosis interactions. Low to moderate correlations were found between peer and teacher ratings of ADDH boys, and the pattern of relationship varied with age.
对同龄人及教师对患有注意缺陷多动障碍（ADDH）的年幼和年长儿童与正常儿童的看法进行了比较。学生评价量表上的同伴提名显示，患有ADDH的儿童在攻击因子上获得的提名更多，而在受欢迎因子上获得的提名更少。患有ADDH的男孩在退缩因子上获得的提名更多。一般来说，年龄较大的儿童获得的提名较少，但年龄与诊断之间没有相互作用；也就是说，同龄的年幼和年长的ADDH儿童被认为偏差程度相同。判别分析表明，同伴评分有助于区分患有ADDH的男孩和正常男孩，但无法区分患有ADDH的女孩和正常女孩。教师对同伴行为的评分表明，年龄较大的患有ADDH的女孩被认为比年幼女孩的困扰更少。然而，教师对男孩的评分未显示出年龄与诊断之间的相互作用。在患有ADDH的男孩的同伴评分和教师评分之间发现了低到中等程度的相关性，并且这种关系模式随年龄而变化。
