Multimethod assessment of psychopathology among DSM-IV subtypes of children with attention-deficit/hyperactivity disorder:: Self-, parent, and teacher reports
Multimethod assessment of psychopathology among DSM-IV subtypes of children with attention-deficit/hyperactivity disorder:: Self-, parent, and teacher reports
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DOI：
10.1023/a:1010325513911
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发表时间：
2001-06-01
影响因子：
3.6
通讯作者：
August, GJ
中科院分区：
文献类型：
--
作者：
Crystal, DS;Ostrander, R;August, GJ
使用基于自我、家长和教师报告的数据，我们评估了大量对照儿童和ADHD儿童的精神病理学的各个方面。验证性因素分析被用来从攻击、焦虑、注意问题、抑郁、行为障碍和多动等潜在结构中提取反应偏差。然后将这些潜在的结构输入Logistic回归方程，以预测对照组与ADHD组的成员关系，并区分ADHD亚型。回归方程的结果显示，与对照组相比，注意力问题和攻击性水平较高的人是ADHD组成员的最好预测因素。Logistic回归还表明，与注意力不集中组相比，攻击性程度更高是ADHD合并组中唯一显著的成员预测因素。然而，当在Logistic回归中控制对立违抗障碍和品行障碍的并存诊断时，更多的多动而不是攻击性是区分ADHD-合并和ADHD-注意力不集中亚型的唯一变量。结果在DSM-IV ADHD病因学的背景下进行了讨论，以及仪器和来源偏差在ADHD诊断中的作用。
Using data based on self-, parent, and teacher reports, we assessed various aspects of psychopathology in a large sample of control children and those with ADHD. Confirmatory factor analysis was employed to extract response bias from latent constructs of aggression, anxiety, attention problems, depression, conduct disorder, and hyperactivity. These latent constructs were then entered into logistic regression equations to predict membership in control versus ADHD groups, and to discriminate between ADHD subtypes. Results of the regression equations showed that higher levels of attention problems and aggression were the best predictors of membership in the ADHD group relative to controls. Logistic regression also indicated that a higher degree of aggression was the only significant predictor of membership in the ADHD-Combined group compared to the ADHD-Inattentive group. However, when comorbid diagnoses of Oppositional Defiant Disorder and Conduct Disorder were controlled for in the logistic regression, greater hyperactivity rather than aggression was the sole variable with which to distinguish the ADHD-Combined from the ADHD-Inattentive subtype. Results are discussed in the context of the DSM-IV ADHD nosology and the role of instrument and source bias in the diagnosis of ADHD.