Evidence-based assessment of attention-deficit/hyperactivity disorder: Using multiple sources of information
Evidence-based assessment of attention-deficit/hyperactivity disorder: Using multiple sources of information
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DOI：
10.1097/01.chi.0000196597.09103.25
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发表时间：
2006-05-01
影响因子：
13.3
通讯作者：
Youngstrom, EA
中科院分区：
文献类型：
--
作者：
Frazier, TW;Youngstrom, EA
本专栏根据循证实践的建议（Kraemer，1992; Sackett等人，2000年）。一个案例模型的过程中，导致具体的建议有关的工具和策略，以证据为基础的评估（EBA）的注意力缺陷/多动障碍，组合型（ADHD-C）。这里介绍的诊断过程与Guyatt和Rennie（2002）在本系列文章中定义的EBA一致。此外，该列还显示了如何使用规范性数据和效应量转换分数（参见Morgan等人，2005年的信息效果大小）转化为有用的诊断信息的个别情况下。因为ADHD，主要是注意力不集中型，被一些专家认为是一种非常不同的疾病（Milich等人，2001），具有独特的认知特征（Hinshaw等人，2002年），这篇文章的重点是ADHD-C。
The present column illustrates step-by-step the process of acquiring and integrating information according to the recommendations of evidence-based practices (Kraemer, 1992; Sackett et al., 2000). A case example models the process, leading to specific recommendations regarding instruments and strategies for evidence-based assessment (EBA) of attention-deficit/hyperactivity disorder, combined type (ADHD-C). The diagnostic process presented here is consistent with EBA as defined in the text for this series by Guyatt and Rennie (2002). In addition, the column shows how to convert scores using normative data and effect sizes (see Morgan et al., 2005 for information on effect sizes) into useful diagnostic information about individual cases. Because ADHD, predominantly inattentive type is thought by some experts to be a very different disorder (Milich et al., 2001), with a distinct cognitive profile (Hinshaw et al., 2002), this article is focused on ADHD-C.