Mapping the Academic Problem Behaviors of Adolescents With ADHD
Mapping the Academic Problem Behaviors of Adolescents With ADHD
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DOI：
10.1037/spq0000071
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发表时间：
2014-12-01
影响因子：
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通讯作者：
Merrill, Brittany M.
中科院分区：
文献类型：
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作者：
Sibley, Margaret H.;Altszuler, Amy R.;Merrill, Brittany M.
本研究有两个目的：（a）开发和验证一种临床友好的测量学业问题行为的方法，该方法与注意缺陷多动障碍（ADHD）青少年的评估相关;（B）更好地了解这些青少年表现出的学业问题行为的跨情境表达。在324名患有精神障碍诊断和统计手册，第4版，文本修订诊断为ADHD的青少年（年龄M = 13.07，SD = 1.47），父母，教师和青少年自我报告版本的青少年学业问题量表（AAPC）进行了管理和比较。项目的患病率，因子效度，评分者间的一致性，内部一致性，同时有效性进行了评价。研究结果表明，家长和教师AAPC的价值作为一个心理测量学有效的措施，在ADHD青少年的学业问题。家长和教师提供了独特的观点与多动症的青少年的学术功能，这些信息提供者在评估过程中的互补作用。根据家长和老师的报告，患有ADHD的青少年在多项日常任务中表现出有问题的学习行为，时间管理和计划缺陷似乎最普遍。患有ADHD的青少年表现出异质性的学术问题，需要在治疗前进行详细的评估。因此，AAPC可能是临床医生和学校工作人员对这些年轻人进行有针对性评估的有用工具。
This study possessed 2 aims: (a) to develop and validate a clinician-friendly measure of academic problem behavior that is relevant to the assessment of adolescents with attention deficit/hyperactivity disorder (ADHD) and (b) to better understand the cross-situational expression of academic problem behaviors displayed by these youth. Within a sample of 324 adolescents with the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision diagnosed ADHD (age M = 13.07, SD = 1.47), parent, teacher, and adolescent self-report versions of the Adolescent Academic Problems Checklist (AAPC) were administered and compared. Item prevalence rates, factorial validity, interrater agreement, internal consistency, and concurrent validity were evaluated. Findings indicated the value of the parent and teacher AAPC as a psychometrically valid measure of academic problems in adolescents with ADHD. Parents and teachers offered unique perspectives on the academic functioning of adolescents with ADHD, indicating the complementary roles of these informants in the assessment process. According to parent and teacher reports, adolescents with ADHD displayed problematic academic behaviors in multiple daily tasks, with time management and planning deficits appearing most pervasive. Adolescents with ADHD display heterogeneous academic problems that warrant detailed assessment prior to treatment. As a result, the AAPC may be a useful tool for clinicians and school staff conducting targeted assessments with these youth.