Identifying learning problems in children evaluated for ADHD: the Academic Performance Questionnaire.
Identifying learning problems in children evaluated for ADHD: the Academic Performance Questionnaire.
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DOI：
10.1542/peds.2009-0143
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发表时间：
2009-10
期刊：
影响因子：
8
通讯作者：
Blum NJ
中科院分区：
文献类型：
--
作者：
Bennett AE;Power TJ;Eiraldi RB;Leff SS;Blum NJ
本研究的目的是评估学习成绩问卷（APQ）的有用性，以确定低阅读和数学成绩的儿童谁是正在评估的注意力缺陷/多动障碍（ADHD）。对997例在多学科ADHD评估项目中观察到的患者的图表进行了审查。一至六年级且完成APQ和韦氏个人成就测试II基本阅读和数字运算子测试的患者入组本研究。271例符合条件的患者被随机分配到评分开发组（n = 215）和验证组（n = 56）。通过使用得分发展样本的数据，APQ问题，预测低的学术成就被确定，这些问题的分数进入逻辑回归，以确定APQ问题，独立预测低成就。只有2个APQ问题，1个关于阅读和1个关于数学，独立预测低成就。通过使用这两个问题，受试者工作特征曲线下面积为0.834，当两项总分>4时，出现灵敏度和特异性的最佳组合。该临界值在评分发展组中的灵敏度为0.86，特异性为0.63，在验证样本中的灵敏度为1.0，特异性为0.53。APQ可能是一个有用的筛选工具，以确定儿童正在评估多动症谁需要额外的测试学习问题。虽然APQ上阴性筛查的预测值很好，但阳性测试的预测值相对较低。
The objective of this study was to assess the usefulness of the Academic Performance Questionnaire (APQ) to identify low reading and math achievement in children who are being evaluated for attention-deficit/hyperactivity disorder (ADHD). Charts of 997 patients who were seen in a multidisciplinary ADHD evaluation program were reviewed. Patients who were in first-through sixth-grade and had complete APQ and Wechsler Individual Achievement Test II Basic Reading and Numerical Operations subtests were enrolled in this study. The 271 eligible patients were randomly assigned to a score-development group (n = 215) and a validation group (n = 56). By using data from the score-development sample, APQ questions that predicted low academic achievement were identified and the scores for these questions were entered into a logistic regression to identify the APQ questions that independently predicted low achievement. Only 2 APQ questions, 1 about reading and 1 about math, independently predicted low achievement. By using these 2 questions, the area under the receiver operating characteristic curve was 0.834, and the optimal combination of sensitivity and specificity occurred when the total score for the 2 items was >4. This cutoff had a sensitivity of 0.86 and a specificity of 0.63 in the score-development group and a sensitivity of 1.0 and a specificity of 0.53 in the validation sample. The APQ may be a useful screening tool to identify children being evaluated for ADHD who need additional testing for learning problems. Although the predictive value of a negative screen on the APQ is good, the predictive value of a positive test is relatively low.
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影响因子：
3
作者：
Mayes, SD;Calhoun, SL;Crowell, EW
通讯作者：
Crowell, EW
影响因子：
8
作者：
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通讯作者：
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影响因子：
1.5
作者：
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通讯作者：
Reynolds, CR
DOI：
10.1097/00004703-200106000-00002
发表时间：
2001-06-01
影响因子：
2.4
作者：
Glascoe, FP
通讯作者：
Glascoe, FP
影响因子：
8
作者：
Polaha, J;Cooper, SL;Kratochvil, CJ
通讯作者：
Kratochvil, CJ