Teacher ratings of hyperactivity, inattention, and conduct problems in preschoolers.
Teacher ratings of hyperactivity, inattention, and conduct problems in preschoolers.
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教师对学龄前儿童多动、注意力不集中和行为问题的评分。
DOI：
10.1023/a:1025727428097
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发表时间：
1997
影响因子：
3.6
通讯作者：
Klein,RG
中科院分区：
文献类型：
--
作者：
Miller,LS;Koplewicz,HS;Klein,RG
本研究以修订后的Conners教师评定量表为标准，建立了学龄前儿童课堂行为的年龄和性别常模，并考察了该量表对学龄前儿童问题行为评估的有效性。教师为455名未转介的学龄前儿童打分。此外，还获得了12名被诊断为注意缺陷多动障碍的临床转诊学龄前儿童的评级。研究发现，品行问题、注意力不集中、多动子量表以及多动指数具有良好的内部信度，并以可预测的方式相互关联。规范性数据按年龄和性别列出。年龄与行为问题子量表、多动子量表和指数的得分呈负相关。性别对分量表得分有显著的预测作用，男生得分高于女生。临床转诊的学龄前儿童与非转诊的学龄前儿童的子量表得分和几乎所有项目得分均有非常显著的差异。这一结果为临床和研究环境中评估学龄前儿童提供了一个标准。
Age and sex norms of classroom behavior in preschoolers were established on a standard measure, the Revised Conners Teacher Rating Scale, and the utility of this measure for assessing problem behavior in preschoolers was examined. Teachers provided ratings for 455 nonreferred preschoolers. In addition, ratings were obtained for 12 clinically referred preschoolers diagnosed with attention deficit hyperactivity disorder. The Conduct Problems, Inattention, and Hyperactivity subscales, as well as the Hyperactivity Index, were found to have good internal reliability and were related to each other in predictable ways. Normative data are presented by age and sex. Age was inversely related to scores for the Conduct Problems subscale, the Hyperactivity subscale and the Index. Sex was a significant predictor of subscale scores, with boys receiving higher scores than girls. Subscale scores and nearly all item scores were highly significantly different between clinically referred and nonreferred preschoolers. The results provide a standard upon which to evaluate preschool-aged children in clinical and research settings.
DOI：
10.1016/s0075-7535(13)50001-5
发表时间：
1969
期刊：
--
影响因子：
--
作者：
T. Work;E. Work
通讯作者：
T. Work;E. Work