Comparison of ADHD symptom subtypes as source-specific syndromes
Comparison of ADHD symptom subtypes as source-specific syndromes
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DOI：
10.1111/j.1469-7610.2004.00306.x
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发表时间：
2004-09-01
影响因子：
7.6
通讯作者：
Schwartz, J
中科院分区：
文献类型：
--
作者：
Gadow, KD;Drabick, DAG;Schwartz, J
背景资料：本研究在248名有情绪和行为问题的男孩（年龄6 - 10岁）的异质样本中检测了注意力缺陷/多动障碍（ADHD）的三种亚型之间的差异，注意力不集中（1），多动-冲动（H）和组合（C）。方法：这些男孩和他们的母亲参加了一项广泛的评估，包括认知、行为、学业和家庭功能的多项评估。ADHD亚型的定义是基于教师单独，母亲单独和母亲/教师对DSM-IV症状的评级。结果：ADHD症状组在社会功能（H，C>I）和认知功能（I，C>H）方面存在差异。C组和H组分别是总体上受损最严重和最轻微的，并且所有亚型都以与主要结果一致的方式与非ADHD临床对照组或NONE（N）组区分开。外部验证组的差异是有限的，并有明显的不一致的模式的调查结果取决于如何组的定义。在大多数情况下，尽管母亲/教师分组策略（与单独使用任何一种策略相比）捕捉到了亚型之间更大的差异多样性，但它也掩盖了一些差异。结论：观察到的结果是一致的概念，母亲和教师解释症状陈述的行为，是最相关的日常关注。
Background: This study examines differences between the three subtypes of attention-deficit/ hyperactivity disorder (ADHD), inattentive (1), hyperactive-impulsive (H), and combined (C), in a heterogeneous sample of 248 boys (ages 6 to 10 years) with emotional and behavioral problems who were recruited for participation in a diagnostic study. Method: The boys and their mothers participated in an extensive evaluation that involved multiple assessments of cognitive, behavioral, academic, and family functioning. ADHD subtypes were defined on the basis of teacher alone, mother alone, and mother/teacher ratings of DSM-IV symptoms. Results: Results indicated ADHD symptom groups showed a differential pattern of impairment socially (H,C>I) and cognitively (I,C>H). The C and H groups were the most and least impaired overall, respectively, and all subtypes were differentiated from the nonADHD clinical control or NONE (N) group in a manner consistent with the primary findings. External validation of group differences was limited, and there were marked inconsistencies in the pattern of findings depending on how groups were defined. For the most part, although the mother/teacher grouping strategy (compared with either alone) captured a greater diversity of differences between subtypes, it also obscured some. Conclusions: Observed findings are consistent with the notion that mothers and teachers interpret symptom statements in terms of behaviors that are most relevant for their daily concerns.