Stevens J, Quittner A L, Abikoff H
Department of Psychology, Indiana University, Bloomington 47405-1301, USA.
J Clin Child Psychol. 1998 Dec;27(4):406-14. doi: 10.1207/s15374424jccp2704_4.
Examined factors that influence teachers' ratings of children with either attention deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD). 105 teachers watched 2 videotapes--1 depicting a normal child and the other a child with either ADHD or ODD--and rated each child using 2 different questionnaires. Results indicated that teachers accurately rated the child on the ADHD versus ODD tape as having significantly more inattention and hyperactivity but significantly less oppositionality. However, effect sizes indicated the presence of a unidirectional, negative halo effect of oppositional behaviors on ratings of hyperactivity and inattention. Teachers appeared less biased in their judgments when using a well-operationalized rating scale. Finally, knowledge, education, and experience with children with ADHD generally had no effect on the accuracy of teachers' ratings.
研究了影响教师对患有注意力缺陷多动障碍（ADHD）或对立违抗性障碍（ODD）儿童评分的因素。105名教师观看了2段录像带——一段描绘正常儿童，另一段描绘患有ADHD或ODD的儿童——并使用2种不同的问卷对每个儿童进行评分。结果表明，教师准确地将ADHD或ODD录像带上的儿童评为注意力不集中和多动明显更多，但对立性明显更少。然而，效应量表明对立行为对多动和注意力不集中评分存在单向的负面光环效应。当使用操作良好的评分量表时，教师的判断似乎偏差较小。最后，对ADHD儿童的了解、教育程度和经验通常对教师评分的准确性没有影响。
