Hart Elizabeth L, Lahey Benjamin B, Loeber Rolf, Hanson Kelly S
Yale U School of Medicine, Child Study Ctr, New Haven, CT.
J Consult Clin Psychol. 1994 Apr;62(2):410-414. doi: 10.1037/0022-006X.62.2.410.
The relative validity of the reports of parents, teachers, and children, and combinations of these informants was assessed using measures of concurrent impairment associated with disruptive behavior disorders as criterion variables in a clinic-referred sample of 177 boys ages 7-12 years. For oppositional defiant disorder (ODD) and conduct disorder (CD), the reports from teachers, alone and in combination with parents and children, showed the strongest relations to impairment criteria. The reports of parents and children, alone and in combination, were relatively less valid. For attention-deficit hyperactivity disorder, there were no significant correlations between the reports of any single informant or combination of informants and the impairment criteria. This study provides preliminary support for the validity of multi-informant diagnostic assessment of ODD and CD in children, especially when the teacher is one of the informants.
在一个由177名7至12岁男孩组成的临床转诊样本中，以与破坏性行为障碍相关的并发损伤指标作为标准变量，评估了家长、教师和儿童的报告以及这些信息提供者组合的相对效度。对于对立违抗障碍（ODD）和品行障碍（CD），教师单独以及与家长和儿童组合的报告与损伤标准的关系最为密切。家长和儿童单独及组合的报告效度相对较低。对于注意力缺陷多动障碍，任何单一信息提供者或信息提供者组合的报告与损伤标准之间均无显著相关性。本研究为儿童ODD和CD多信息提供者诊断评估的效度提供了初步支持，尤其是当教师作为信息提供者之一时。
