Sluggish cognitive tempo and attention-deficit/hyperactivity disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity.
Sluggish cognitive tempo and attention-deficit/hyperactivity disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity.
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DOI：
10.1037/pas0000325
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发表时间：
2017-03
影响因子：
3.6
通讯作者：
García-Banda G
中科院分区：
文献类型：
--
作者：
Burns GL;Becker SP;Servera M;Bernad MD;García-Banda G
这项研究考察了迟缓的认知节奏(SCT)和注意力缺陷/多动障碍(ADHD)注意力不集中(IN)症状是否在不同环境下表现出与症状和损害维度的交叉设置不变性和独特关联(即，家庭SCT和ADHD-IN唯一预测学校症状和损害维度，反之亦然)。母亲、父亲、小学教师和中学教师对585名西班牙三年级儿童(53%的男孩)进行了SCT、ADHD-IN、ADHD-多动/冲动(HI)、对立违抗障碍(ODD)、焦虑、抑郁、学业障碍、社会障碍和同伴拒绝维度的评估。SCT和ADHD-IN存在内环境(即父母；小学和中学教师)和交叉环境(即家庭和学校)的不变性。从家庭到学校，家庭SCT水平越高，在控制家庭ADHD-IN后，学校ADHD-HI水平越低，学校学业损害水平越高，而在控制家庭SCT后，家庭ADHD-IN水平越高，学校ADHD-HI、ODD、焦虑、抑郁、学业障碍和同伴拒绝水平越高。从学校到家庭，学校SCT水平越高，家庭ADHD-HI水平越低，在控制学校ADHD-IN后，家庭焦虑、抑郁、学业障碍和社会损害的ODD水平越高，而学校ADHD-IN水平越高，在控制学校SCT后，家庭ADHD-HI、ODD和学习障碍水平就越高。尽管家庭和学校的SCT能够唯一地预测另一种环境下的症状和损伤维度，但学校的SCT比学校的ADHD-IN更好地预测精神病理和家庭损伤。研究结果为SCT相对于ADHD-IN的有效性提供了额外的支持。
This study examined whether sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) inattention (IN) symptoms demonstrated cross-setting invariance and unique associations with symptom and impairment dimensions across settings (i.e., home SCT and ADHD-IN uniquely predicting school symptom and impairment dimensions, and vice versa). Mothers, fathers, primary teachers, and secondary teachers rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection dimensions for 585 Spanish third-grade children (53% boys). Within-setting (i.e., mothers and fathers; primary and secondary teachers) and cross-setting (i.e., home and school) invariance was found for both SCT and ADHD-IN. From home to school, higher levels of home SCT predicted lower levels of school ADHD-HI and higher levels of school academic impairment after controlling for home ADHD-IN, while higher levels of home ADHD-IN predicted higher levels of school ADHD-HI, ODD, anxiety, depression, academic impairment, and peer rejection after controlling for home SCT. From school to home, higher levels of school SCT predicted lower levels of home ADHD-HI and ODD and higher levels of home anxiety, depression, academic impairment, and social impairment after controlling for school ADHD-IN, while higher levels of school ADHD-IN predicted higher levels of home ADHD-HI, ODD, and academic impairment after controlling for school SCT. Although SCT at home and school was able to uniquely predict symptom and impairment dimensions in the other setting, SCT at school was a better predictor than ADHD-IN at school of psychopathology and impairment at home. Findings provide additional support for SCT’s validity relative to ADHD-IN.
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影响因子：
5.9
作者：
BARKLEY, RA;DUPAUL, GJ;MCMURRAY, MB
通讯作者：
MCMURRAY, MB
DOI：
10.1207/s15374424jccp3101_14
发表时间：
2002-03-01
影响因子：
4.2
作者：
Carlson, CL;Mann, M
通讯作者：
Mann, M
影响因子：
17.7
作者：
Lahey, BB;Pelham, WE;Massetti, G
通讯作者：
Massetti, G
影响因子：
3.6
作者：
Garner, Annie A.;Marceaux, Janice C.;Hodgens, Bart
通讯作者：
Hodgens, Bart
影响因子：
3.3
作者：
Becker, Stephen P.;Fite, Paula J.;Luebbe, Aaron M.
通讯作者：
Luebbe, Aaron M.