Patterns of Parent-Reported Homework Problems among ADHD-Referred and Non-Referred Children.
Patterns of Parent-Reported Homework Problems among ADHD-Referred and Non-Referred Children.
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家长报告的多动症转介和非转介儿童家庭作业问题的模式。
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Ricardo Eiraldi
中科院分区：
文献类型：
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作者：
T. Power;Branlyn E. Werba;Marley W. Watkins;J. Angelucci;Ricardo Eiraldi
这项研究是第一个调查模式的家庭作业问题，评估家长报告的家庭作业问题清单（HPC），在普通教育的儿童和那些提到的评估和治疗计划的注意力缺陷多动障碍（ADHD）。在研究I中，3至6年级（n = 675）的普通教育学生的家长完成了HPC。探索性因素分析揭示了两个突出的因素：注意力不集中/逃避家庭作业（因素I），和生产力差/不遵守家庭作业规则（因素II）。研究2，探索性因素分析的临床参考样本（等级I至8; n = 356），发现了一个因素结构，是高度相似的一般样本。为了验证的目的，HPC因素与子量表从行为评估系统的儿童家长和教师的评级量表。这些相关性表明，因素I主要与家长容易观察到的家庭作业功能方面有关（例如，注意力不集中、逃避工作和作业时焦虑）;因素II主要与家长和教师都能观察到的作业功能方面有关（未能准确记录家庭作业，未能完成和提交家庭作业）。双因素模型是一个有用的方式来概念化的家庭作业问题，并为未来的实践和研究，旨在改善评估和干预的儿童有显着的家庭作业困难具有重要意义。
This study was the first to investigate patterns of homework problems, as assessed by parent reports on the Homework Problem Checklist (HPC), among children in general education and those referred to an evaluation and treatment program for attention-deficitihyperactivity disorder (ADHD). In Study I, parents of general education students in grades 3 through 6 (n = 675) completed the HPC. An exploratory factor analysis revealed two salient factors: Inattention/Avoidance of Homework (Factor I), and Poor Productivity/ Nonadherence with Homework Rules (Factor II). Study 2, an exploratory factor analysis of a clinic-referred sample (grades I through 8; n = 356), uncovered a factor structure that was highly similar to that of the general sample. For purposes of validation, the HPC factors were correlated with subscales from the Behavior Assessment System for ChildrenParent and Teacher Ratings Scales. These correlations demonstrated that Factor I was primarily related to aspects of homework functioning that are readily observable by parents (e.g., inattention, avoidance of work, and anxiety during homework); Factor II was primarily related to aspects of homework functioning that are observable by both parents and teachers (failure to accurately record homework assignments, and failure to complete and submit homework). The two-factor model is a useful way to conceptualize homework problems and has important implications for future practice and research aimed at improving assessment and intervention for children with significant homework difficulties.
DOI：
10.1176/ajp.151.11.1673
发表时间：
1994-10
期刊：
The American journal of psychiatry
影响因子：
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作者：
B. Lahey;B. Applegate;K. McBurnett;J. Biederman;L. Greenhill;G. Hynd;R. Barkley;J. Newcorn;P. Jensen;J. Richters;B. Garfinkel;Lynn Kerdyk;P. Frick;T. Ollendick;D. Perez;E. L. Hart;I. Waldman;D. Shaffer
通讯作者：
B. Lahey;B. Applegate;K. McBurnett;J. Biederman;L. Greenhill;G. Hynd;R. Barkley;J. Newcorn;P. Jensen;J. Richters;B. Garfinkel;Lynn Kerdyk;P. Frick;T. Ollendick;D. Perez;E. L. Hart;I. Waldman;D. Shaffer