Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample
Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample
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DOI：
10.1097/00004583-200003000-00012
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发表时间：
2000-03-01
影响因子：
13.3
通讯作者：
Halperin, JM
中科院分区：
文献类型：
--
作者：
Mitsis, EM;McKay, KE;Halperin, JM
目的：探讨儿童注意缺陷多动障碍（ADHD）的家长和教师报告与症状的一致性。方法：74名临床转诊儿童的家长和教师接受了采访，使用ADHD模块的诊断面试时间表的儿童。父母-教师对ADHD及其亚型的诊断的一致性，如DSM-IL所定义的：以及父母-教师对在校ADHD症状的一致性，进行了检查。结果：家长和教师之间的协议被发现是相对较差的，几乎没有个别ADHD亚型的协议。基于父母或老师报告的诊断通常会得出注意力不集中或多动症的多动冲动亚型的诊断。然而，当交叉信息被用来形成诊断时，这些亚型变得相对罕见，大多数病例符合ADHD合并型的标准。此外，父母报告的在校行为与他们自己报告的孩子在家里的行为比与老师报告的孩子在学校的行为更高度相关。结论：这些数据表明，基于来自单个信息提供者的数据诊断ADHD注意力不集中或多动-冲动亚型可能具有可疑的有效性，并且它们指出在临床参考样本中诊断这种疾病时使用多个信息提供者的重要性。
Objective: To examine concordance between parent and teacher reports of DSM-IV attention-deficit/hyperactivity disorder (ADHD) and its symptoms. Method: Parents and teachers of 74 clinically referred children were interviewed using the ADHD module of the Diagnostic Interview Schedule for Children. Parent-teacher agreement for the diagnosis of ADHD and its subtypes, as defined in DSM-IL: as well as parent-teacher concordance of in-school ADHD symptoms, was examined. Results: Agreement between parents and teachers was found to be relatively poor, with virtually no agreement for individual ADHD subtypes. Diagnoses based on either parent or teacher report frequently yielded a diagnosis of either inattentive or hyperactive-impulsive subtype of ADHD. However, when cross-informant data were used to form diagnoses, these subtypes became relatively rare, with most cases meeting criteria for ADHD combined type. In addition, parent reports of in-school behavior were more highly correlated with their own reports of their child's behavior at home than with teacher reports of their child's behavior in school. Conclusions: These data suggest that the diagnosis of ADHD inattentive or hyperactive-impulsive subtype based on data from a single informant may be of questionable validity, and they point to the importance of using multiple informants when diagnosing this disorder in clinically referred samples.