King C, Young R D
J Abnorm Child Psychol. 1982 Dec;10(4):483-95. doi: 10.1007/BF00920749.
The present study assessed teacher and peer perceptions of boys classified according to DSM-III criteria for Attention Deficit with Hyperactivity (ADH) and Attention Deficit without Hyperactivity (AD). Teachers completed SNAP checklists (Pelham, Note 1) on all boys in their classrooms (219 boys). Twelve percent fit ADH criteria; less than 5% fit AD criteria. Teacher perceptions were assessed with the Conners Teacher Rating Scale. ADH and AD groups did not differ on the Inattention factor, although the AD group was rated significantly lower than the ADH group on Conduct Problems and Hyperactivity. These profiles were expected on the basis of DSM-III descriptions of ADH and AD; the ADH group seemed to resemble previous research samples of hyperactive children. Classroom peer perceptions, assessed with like-dislike nominations, did not discriminate between diagnostic groups. Both groups were perceived more negatively than the Comparison group, suggesting that both groups are "at risk."
本研究评估了教师和同伴对根据《精神疾病诊断与统计手册》第三版（DSM - III）中注意力缺陷伴多动（ADH）和注意力缺陷无多动（AD）标准分类的男孩的看法。教师们为他们班级中的所有男孩（219名男孩）填写了SNAP清单（佩勒姆，注释1）。12%的男孩符合ADH标准；不到5%的男孩符合AD标准。使用康纳斯教师评定量表评估教师的看法。ADH组和AD组在注意力不集中因素上没有差异，尽管AD组在品行问题和多动方面的评分显著低于ADH组。根据DSM - III对ADH和AD的描述，这些情况是预期的；ADH组似乎与之前多动症儿童的研究样本相似。通过喜欢 - 不喜欢提名评估的课堂同伴看法，并没有区分诊断组。两组都比对照组被负面看待的程度更高，这表明两组都“处于风险中”。
