Klein A R, Young R D
J Abnorm Child Psychol. 1979 Dec;7(4):425-42. doi: 10.1007/BF00917613.
Teacher ratings, peer perceptions, peer interactions, and classroom behaviors of 17 hyperactive and 17 active elementary school-age boys, nominated by their teachers, were compared using multivariate analyses and planned comparisons in order to better describe and assess hyperactivity in its most probable setting--the classroom. Hyperactive boys were found to be significantly different from actives on measures from all data sources in that they were perceived and interacted more negatively. Cluster analyses of teacher ratings of 90 hyperactives from a clinical sample and 17 hyperactives from the current sample were used to discriminate among different types of hyperactives. Four types were named anxious, conduct problems, inattentive, and low problem hyperactives. The fact that six conduct problem hyperactives were found to be more disruptive and have higher activity level ratings than six inattentive hyperactives, when observed in their classrooms, points to the need to study and treat hyperactives as heterogeneous groups.
通过多变量分析和计划比较，对17名被教师提名的多动小学男生和17名活跃小学男生的教师评分、同伴认知、同伴互动及课堂行为进行了比较，以便在最可能的环境——课堂中更好地描述和评估多动情况。结果发现，多动男孩在所有数据源的测量指标上与活跃男孩存在显著差异，他们在被认知和互动方面表现更消极。对来自临床样本的90名多动者和当前样本的17名多动者的教师评分进行聚类分析，以区分不同类型的多动者。四种类型分别被命名为焦虑型、品行问题型、注意力不集中型和低问题多动型。当在课堂上观察时，发现六名品行问题多动者比六名注意力不集中多动者更具破坏性且活动水平评分更高，这表明有必要将多动者作为异质群体进行研究和治疗。
