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Validation of inattention/overactivity and aggression ratings with classroom observations.

作者信息

Milich R, Fitzgerald G

出版信息

J Consult Clin Psychol. 1985 Feb;53(1):139-40.

PMID:3980822
Abstract
摘要

相似文献

1
Validation of inattention/overactivity and aggression ratings with classroom observations.
J Consult Clin Psychol. 1985 Feb;53(1):139-40.
2
The differential validity of teacher ratings of inattention/overactivity and aggression.教师对注意力不集中/多动和攻击行为评分的差异效度。
J Abnorm Child Psychol. 1989 Aug;17(4):423-35. doi: 10.1007/BF00915036.
3
Attention-deficit/hyperactivity disorder and callous-unemotional traits as moderators of conduct problems when examining impairment and aggression in elementary school children.在研究小学儿童的损伤和攻击行为时，注意缺陷/多动障碍和冷酷无情特质作为品行问题的调节因素。
Aggress Behav. 2008 Mar-Apr;34(2):139-53. doi: 10.1002/ab.20224.
4
Cortisol is inversely correlated with aggression for those boys with attention deficit hyperactivity disorder who retain their reactivity to stress.对于那些对压力仍有反应的注意力缺陷多动障碍男孩来说，皮质醇与攻击性呈负相关。
Psychiatry Res. 2007 Sep 30;153(1):55-60. doi: 10.1016/j.psychres.2006.04.001. Epub 2007 Jun 20.
5
A multitrait-multimethod analysis of variance of teachers' ratings of aggression, hyperactivity, and inattention.对教师关于攻击性、多动和注意力不集中评分的多特质-多方法方差分析。
J Abnorm Child Psychol. 1981 Sep;9(3):371-80. doi: 10.1007/BF00916841.
6
Aggressive behavior in patients with attention-deficit/hyperactivity disorder, conduct disorder, and pervasive developmental disorders.注意力缺陷多动障碍、品行障碍和广泛性发育障碍患者的攻击性行为。
J Clin Psychiatry. 1999;60 Suppl 15:5-11.
7
The nature of attentional differences between groups of children differentiated by teacher ratings of attention and hyperactivity.根据教师对注意力和多动的评分区分的儿童群体之间注意力差异的本质。
Br J Psychol. 2001 May;92(Pt 2):357-71.
8
Multi-method psycho-educational intervention for preschool children with disruptive behavior: preliminary results at post-treatment.针对有破坏性行为的学龄前儿童的多方法心理教育干预：治疗后初步结果
J Child Psychol Psychiatry. 2000 Mar;41(3):319-32.
9
[Minimal cerebral dysfunction (author's transl)].[轻微脑功能障碍（作者译）]
Nervenarzt. 1981 Mar;52(3):125-34.
10
Parent and teacher ratings of attention-deficit hyperactivity disorder symptoms: implications for case identification.注意力缺陷多动障碍症状的家长和教师评分：对病例识别的影响。
J Dev Behav Pediatr. 1994 Apr;15(2):86-91.

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A controlled study of the effects of EEG biofeedback on cognition and behavior of children with attention deficit disorder and learning disabilities.
Biofeedback Self Regul. 1996 Mar;21(1):35-49. doi: 10.1007/BF02214148.
2
Parent characteristics and parent-child interactions in families of nonproblem children and ADHD children with higher and lower levels of oppositional-defiant behavior.非问题儿童家庭以及对立违抗行为程度较高和较低的多动症儿童家庭中的父母特征与亲子互动。
J Abnorm Child Psychol. 1996 Feb;24(1):85-104. doi: 10.1007/BF01448375.
3
Teachers' ratings of disruptive behaviors: the influence of halo effects.教师对破坏性行为的评分：光环效应的影响
J Abnorm Child Psychol. 1993 Oct;21(5):519-33. doi: 10.1007/BF00916317.
4
Social communication patterns of attention-deficit-disordered boys.
J Abnorm Child Psychol. 1988 Feb;16(1):69-81. doi: 10.1007/BF00910501.
5
The differential validity of teacher ratings of inattention/overactivity and aggression.教师对注意力不集中/多动和攻击行为评分的差异效度。
J Abnorm Child Psychol. 1989 Aug;17(4):423-35. doi: 10.1007/BF00915036.
6
Development and functional significance of private speech among attention-deficit hyperactivity disordered and normal boys.注意缺陷多动障碍男孩与正常男孩内部言语的发展及其功能意义
J Abnorm Child Psychol. 1991 Jun;19(3):357-77. doi: 10.1007/BF00911237.
7
Social status of boys with both academic problems and attention-deficit hyperactivity disorder.
J Abnorm Child Psychol. 1992 Aug;20(4):353-66. doi: 10.1007/BF00918981.