Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms: Factor Structure and Normative Data
Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms: Factor Structure and Normative Data
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DOI：
10.1037/pas0000166
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发表时间：
2016-02-01
影响因子：
3.6
通讯作者：
Power, Thomas J.
中科院分区：
文献类型：
--
作者：
DuPaul, George J.;Reid, Robert;Power, Thomas J.
注意力缺陷/多动障碍 (ADHD) 症状的综合评估包括家长和教师问卷。 ADHD 评定量表 5 的开发是为了纳入《精神疾病诊断和统计手册》（第 5 版；DSM-5；美国精神病学协会，2013 年）的变更。本研究检验了 ADHD 相关的 2 因素结构（即 DSM-5 概念模型）和替代模型的拟合度；确定多动症症状评级是否因教师和儿童的人口统计特征而异；并提出了规范数据。包括两个样本：(a) 2,079 名家长和监护人（1,131 名女性，948 名男性）完成了 5 至 17 岁儿童（N = 2,079；1,037 名男性，1,042 名女性）的 ADHD 症状评级（M = 10.68；SD = 3.75）和 (b) 1,070 名教师（766 名女性，304 名教师）男性）完成 ADHD 症状评级 针对 5 至 17 岁（M = 11.53；SD = 3.54）就读幼儿园至 12 年级的学生（N = 2,140；1,070 名男性，1,070 名女性）。父母和老师的评分都证实了双因素结构，并且在儿童性别、年龄、信息提供者、信息提供者性别和语言方面保持不变。总体而言，男孩的症状出现频率高于女孩；年龄较大的儿童的评分低于年龄较小的儿童，尤其是多动冲动方面；非西班牙裔儿童的评分高于西班牙裔儿童。教师对非西班牙裔非裔美国儿童的评价也高于非西班牙裔白人、亚洲人和西班牙裔儿童。非西班牙裔白人教师的多动冲动评分低于非西班牙裔、非裔美国人和西班牙裔教师。按儿童性别和年龄分别报告家长和教师评分的规范数据。讨论了在多模式评估方案中使用 ADHD 评定量表 5 的优点。
Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed.