Attention-deficit/hyperactivity disorder (ADHD): A national survey of training and current assessment practices in the schools
Attention-deficit/hyperactivity disorder (ADHD): A national survey of training and current assessment practices in the schools
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DOI：
10.1002/pits.10129
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发表时间：
2003-11-01
影响因子：
2
通讯作者：
Delong, LK
中科院分区：
文献类型：
--
作者：
Demaray, MK;Schaefer, K;Delong, LK
这项研究的主要目的是调查学校心理学家，以调查他们在学校针对注意力缺陷/多动障碍 (ADHD) 的培训和当前评估实践。该调查包括 38 个问题，涉及参与者特征以及与 ADHD 相关的三个主要领域：(a) 培训、(b) 病例量/转介模式和 (c) 评估。受访者表示在评估多动症方面接受了充分的培训，博士级心理学家自我报告比非博士级心理学家接受过更好的培训。结果证实了大量 ADHD 转诊病例。在 ADHD 评估中，结果表明学校心理学家正在使用多种信息提供者、方法和环境来评估 ADHD，其中评级量表、观察和访谈是最常见的方法。将讨论当前实践的局限性。 (C) 2003 年 Wiley 期刊公司。
The primary purpose of this research was to survey school psychologists to investigate their training and current assessment practices for attention-deficit/hyperactivity disorder (ADHD) in the schools. The survey consisted of 38 questions regarding participant characteristics and three main areas relevant to ADHD: (a) training, (b) caseloads/referral patterns, and (c) assessment. The respondents reported receiving adequate training in the assessment of ADHD, with doctorate-level psychologists self-reporting being better trained than nondoctorate psychologists. Results confirmed a substantial caseload of ADHD referrals. In the assessment of ADHD, the results indicated school psychologists are using multiple informants, methods, and settings for the assessment of ADHD with rating scales, observations, and interviews the most common methods identified. Limitations of current practices will be discussed. (C) 2003 Wiley Periodicals, Inc.