Multiple informant average integration of ADHD symptom ratings predictive of concurrent and longitudinal impairment.
Multiple informant average integration of ADHD symptom ratings predictive of concurrent and longitudinal impairment.
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DOI：
10.1037/pas0000994
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发表时间：
2021-05
影响因子：
3.6
通讯作者：
Goh PK
中科院分区：
文献类型：
--
作者：
Martel MM;Eng AG;Bansal PS;Smith TE;Elkins AR;Goh PK
迄今为止，在诊断注意力缺陷/多动障碍（ADHD）时，整合多个信息源数据的最佳循证方法尚未达成共识。存在几种方法，包括心理测量学上合理的平均得分方法，以及使用“或”和“与”算法，这些方法仍然普遍用于研究中。目前的研究测试了这些主要的整合方法，在他们的并发和纵向预测临床评定的损害，教师评定的学术，父母和自我评定的社交技能评分，这些儿童被过度招募为多动症，从童年到青春期的六年时间。样本包括总共800名儿童，其中480名患有多动症，年龄在6到13岁之间，他们完成了多动症和相关损害的“黄金标准”评估。总体而言，“OR”、“AND”和平均整合方法彼此之间表现出显著的高度相互关系（r范围为0.78 - 0.96），并且都与同时和纵向的损害措施显著且强烈相关。多变量回归分析表明，平均积分法与纵向积分法并行预测其他两种方法。结果表明，平均方法在预测儿童期和青春期的并发和纵向临床评定的损害、教师评定的学术技能以及家长和自评的儿童社交技能方面略优于其他两种方法。基于证据的评估整合父母和老师对儿童多动症的评分可能最好使用平均方法，因为它与后来的损害评分最相关，特别是如果这些发现被其他小组复制。
To date, there remains no consensus about the best evidence-based method for integrating multiple informant data in the diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). Several approaches exist, including the psychometrically-sound approach of averaging scores, as well as the use of “OR” and “AND” algorithms, which are still commonly used in research. The current study tested these major integration methods in their concurrent and longitudinal prediction of clinician-rated impairment, teacher-rated academic, and parent- and self-rated social skill ratings in children overrecruited for ADHD across a six-year span from childhood to adolescence. The sample included a total of 800 children, 480 with ADHD, ages 6 to 13, who completed a “gold standard” assessment of ADHD and associated impairment. Overall, the “OR,” “AND,” and average integration approaches showed significantly high interrelations with one another (r range from .78-.96) and were all significantly and strongly related to impairment measures concurrently and longitudinally. Multivariate regressions demonstrated that the average integration approach concurrently and longitudinally out predicted the other two approaches. Results demonstrated that the average approach slightly outperformed the other two in its prediction of concurrent and longitudinal clinician-rated impairment, teacher-rated academic skills, and parent- and self-rated child social skills across childhood and adolescence. Evidence-based assessment integration of parent and teacher ratings of ADHD in childhood might best utilize an averaging approach, as it is most related to later impairment ratings, particularly if such findings are replicated by other groups.
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