Evaluating attention deficit hyperactivity disorder using multiple informants: The incremental utility of combining teacher with parent reports
Evaluating attention deficit hyperactivity disorder using multiple informants: The incremental utility of combining teacher with parent reports
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DOI：
10.1037/1040-3590.10.3.250
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发表时间：
1998-09-01
影响因子：
3.6
通讯作者：
Landau, S
中科院分区：
文献类型：
--
作者：
Power, TJ;Andrews, TJ;Landau, S
在一个样本的学生转介到一个学校为基础的学生援助委员会，注意力不集中和多动冲动因素的注意力缺陷多动障碍（ADHD）评定量表-IV被用来预测诊断状态，由家长报告的诊断访谈和教师评定量表。Logistic回归和受试者工作曲线分析结果表明，注意力不集中和多动-冲动因素与对照组和区分不同亚型的儿童ADHD的学生区分。症状效用估计表明，一个单一的线人的方法是最适合排除多动症，而结合线人的方法是最佳的积极诊断这种疾病。确定教师与家长报告相结合的增量效用的方法进行了论证。
In a sample of students referred to a school-based Pupil Assistance Committee, the Inattention and Hyperactivity-Impulsivity factors of the Attention Deficit Hyperactivity Disorder (ADHD) Rating Scale-IV were used to predict diagnostic status, determined by a parent-reported diagnostic interview and teacher rating scale. Results of logistic regression and receiver operating curve analyses indicated that the Inattention and Hyperactivity-Impulsivity factors differentiated students with ADHD from controls and distinguished children with different ADHD subtypes. Symptom utility estimates demonstrated that a single informant approach was best suited for ruling out ADHD, whereas a combined informant method was optimal for positively diagnosing this disorder. Methods for determining the incremental utility of combining teacher with parent reports were demonstrated.