Behavioral characteristics of DSM-IV ADHD subtypes in a school-based population
Behavioral characteristics of DSM-IV ADHD subtypes in a school-based population
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DOI：
10.1023/a:1025775311259
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发表时间：
1997-04-01
影响因子：
3.6
通讯作者：
Carlson, CL
中科院分区：
文献类型：
--
作者：
Gaub, M;Carlson, CL
从2,744名不同种族的学龄儿童中，221名注意力缺陷多动障碍（ADHD）[123名（4.5%）主要是注意力不集中（IA），47名（1.7%）主要是多动/冲动（HI），51名（1.9%）混合型（C）]被确定为精神疾病诊断和统计手册（第4版）的教师评级。（DSM-IV）症状检查表。受试者进行了比较，221名教师的行为，学术和社会功能的评级控制。结果显示每个诊断组的损伤区域相对独立。IA儿童在所有领域都受到损害，但被评为表现出更适当的行为和更少的外部问题比HI或C儿童。HI组表现出外化和社会问题，但在学习或内化问题方面与对照组没有什么不同。C组表现出严重和普遍的困难，跨领域。这些发现支持DSM-TV ADHD亚型的有效性;所有ADHD组均表现出相对于对照组的损害，但表现出不同的行为特征模式。
From an ethnically diverse sample of 2,744 school children, 221 attention deficit hyperactivity disorder (ADHD) [123 (4.5%) predominantly inattentive (IA), 47 (1.7%) predominantly hyperactive/impulsive (HI), and 51 (1.9%) combined type (C)] were identified using teacher ratings on a Diagnostic and Statistical Manual of Mental Disorders (4th ed.) (DSM-IV) symptom checklist. Subjects were compared to 221 controls on teacher ratings of behavioral, academic, and social functioning. The results revealed relatively independent areas of impairment for each diagnostic group. The IA children were impaired in all areas, but were rated as displaying more appropriate behavior and fewer externalizing problems than HI or C children. The HI group displayed externalizing and social problems, but was rated as no different than controls in learning or internalizing problems. The C group demonstrated severe and pervasive difficulties across domains. These findings support the validity of the DSM-TV ADHD subtypes; all ADHD groups demonstrated impairment relative to controls, but show different patterns of behavioral characteristics.