Measuring symptoms and functioning of youth with ADHD in middle schools
Measuring symptoms and functioning of youth with ADHD in middle schools
复制标题
测量中学多动症青少年的症状和功能
DOI：
10.1007/s10802-005-7648-0
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发表时间：
2005-12-01
影响因子：
3.6
通讯作者：
Strauss, V
中科院分区：
文献类型：
--
作者：
Evans, SW;Allen, J;Strauss, V
需要确定可靠和有效的方法来评估学校为基础的治疗和完成诊断评估的中学生。本研究以一所中学为研究对象，探讨教师评量的评量者间一致性，以及评量与观察资料之间的关系。这些数据是在中学和小学环境之间的差异的背景下解释的。在两个学年的时间里，定期收集被诊断患有ADHD的中学生的教师评分和观察数据。结果表明，评分员之间的协议率低，以及教师和观察数据之间的协议率低，在不同的教室收集的观察数据之间。评分员之间的一致性在秋末最低，并在下半年逐渐上升。进行以学校为基础的治疗方案和诊断评估的治疗效果评价的影响进行了讨论。
The identification of reliable and valid means for evaluating the effectiveness of school-based treatments and completing diagnostic evaluations of middle school aged students are needed. The present study examined the inter-rater agreement of teacher ratings and the relationship between ratings and observational data in a middle school setting. The data are interpreted in the context of differences between a secondary and elementary school setting. Teacher ratings and observational data were collected regularly over the course of two academic years for middle school students diagnosed with ADHD. The results indicate low rates of inter-rater agreement as well as low rates of agreement between teachers and observational data, and between observational data collected in different classrooms. Inter-rater agreement was lowest in late fall and gradually increased over the second half of the year. Implications for conducting treatment outcome evaluations of school-based treatment programs and diagnostic evaluations are discussed.