Discriminant validity of test observations for children with attention deficit hyperactivity
Discriminant validity of test observations for children with attention deficit hyperactivity
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DOI：
10.1016/s0022-4405(97)00012-5
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发表时间：
1997-12-01
影响因子：
5
通讯作者：
de Lancey, E
中科院分区：
文献类型：
--
作者：
Glutting, JJ;Robins, PM;de Lancey, E
本文通过比较注意缺陷多动障碍（ADHD）儿童与未分类对照组的差异，探讨了测验行为的区别效度。在韦氏儿童智力量表第三版（韦氏智力量表iii）（韦氏，1991）的管理下，根据WISC-III和WIAT （GATSB）的测试行为评估指南（Glutting & Oakland, 1993）对测试行为进行评估。比较两组：ADHD队列（n = 49）和GATSB标准化样本（n = 49）在年龄、种族、性别、父母受教育程度和整体认知能力方面的背景特征相匹配。采用多变量、两组判别函数分析进行组间比较。结果显示ADHD患儿可以被区分，Wilks & Igr；= .632, F = 18.96, df (3,94]), p < .001)。分类分析是用来评估实际效用的歧视。总体命中率为80.6% (p < 0.05)，从而增加了结果的总体有效性。研究结果表明，在一对一的临床评估过程中，儿童测试行为的标准化评分提供了关于儿童注意力不集中、回避和不合作倾向的相对严重程度的有用信息，这些因素可以影响儿童的智商大小。(C) 1997学校心理研究学会。Elsevier Science Ltd.出版。
This paper investigates the discriminant validity of test-session behaviors by comparing whether the observations of children with Attention-Deficit/Hyperactivity Disorder (ADHD) differed from those of unclassified controls. Test-taking behaviors were evaluated according to the Guide to the Assessment of Test Session Behavior for the WISC-III and WIAT (GATSB) (Glutting & Oakland, 1993) following administrations of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) (Wechsler, 1991). Two groups were compared: an ADHD cohort (n = 49) and children from the GATSB standardization sample (n = 49) matched on the background characteristics of age, race, gender, parent educational attainment, and overall cognitive ability. A multivariate, two-group discriminant function analysis was used to compare groups. Results showed children with ADHD could be differentiated, Wilks & Igr; = .632, F = 18.96, df (3, 94]) p < .001). A classification analysis was used to evaluate the practical utility of the discrimination. The overall hit rate was 80.6% (p < .05), thereby adding to the overall validity of results. Findings suggest that in the course of one-to-one clinical assessments, standardized ratings of children's test behaviors provide useful information about the relative severity of children's inattentive, avoidant, and uncooperative dispositions, and that these factors can affect the magnitude of children's IQs. (C) 1997 Society for the Study of School Psychology. Published by Elsevier Science Ltd.