Standardized Observational Assessment of Attention Deficit Hyperactivity Disorder Combined and Predominantly Inattentive Subtypes. I. Test Session Observations
Standardized Observational Assessment of Attention Deficit Hyperactivity Disorder Combined and Predominantly Inattentive Subtypes. I. Test Session Observations
复制标题
注意力缺陷多动障碍联合亚型和主要注意力不集中亚型的标准化观察评估。
DOI：
10.1080/02796015.2009.12087849
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发表时间：
2009
影响因子：
3
通讯作者：
Ricardo Eiraldi
中科院分区：
文献类型：
--
作者：
S. Mcconaughy;M. Ivanova;K. Antshel;Ricardo Eiraldi
抽象。测试考官使用测试观察表（McConaughy & Achenbach，2004）对177名6- 11岁儿童在使用韦氏儿童智力量表第四版（WISC-IV）和韦氏个人成就测验第二版（WIAT-II）期间的测试行为进行评分。根据父母诊断访谈和父母和教师评定量表，将参与者分为四组：注意力缺陷多动障碍（ADHD）-混合型（n = 74）; ADHD-注意力不集中型（n = 25）;临床转诊无ADHD（n = 52）;对照组（n = 26）。ADHD合并型组在六个测试观察表量表上的得分显著高于其他三组：（1）注意力问题;（2）对立;（3）注意力缺陷/多动问题量表;（4）注意力不集中子量表;（5）多动-冲动子量表;和（6）外部化。两个ADHD组在所有WISC-IV和WIAT-II复合物上的得分也显著低于对照组，并且在WISC-IV工作记忆指数和全量表智商上低于临床上没有ADHD的人。标准化测试会话观察识别ADHD儿童和区分两个ADHD亚型的判别效度的影响进行了讨论。
Abstract. Test examiners used the Test Observation Form (McConaughy & Achenbach, 2004) to rate test session behavior of 177 6- to 11-year-old children during administration of the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV) and Wechsler Individual Achievement Tests—Second Edition (WIAT-II). Participants were assigned to four groups based on a parent diagnostic interview and parent and teacher rating scales: attention deficit hyperactivity disorder (ADHD)—Combined type (n = 74); ADHD—Inattentive type (n = 25); clinically referred without ADHD (n = 52); and controls (n = 26). The ADHD—Combined type group scored significantly higher than the other three groups on six Test Observation Form scales: (1) Attention Problems; (2) Oppositional; (3) Attention Deficit/Hyperactivity Problems scale; (4) Inattention subscale; (5) Hyperactivity-Impulsivity subscale; and (6) Externalizing. The two ADHD groups also scored significantly lower than controls on all WISC-IV and WIAT-II composites and lower than those clinically referred without ADHD on WISC-IV Working Memory Index and Full Scale Intelligence Quotient. Implications are discussed regarding the discriminative validity of standardized test session observations for identifying children with ADHD and differentiating between the two ADHD subtypes.
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DOI：
10.1097/00004583-199603000-00015
发表时间：
1996-03-01
影响因子：
13.3
作者：
Teicher, MH;Ito, Y;Barber, NI
通讯作者：
Barber, NI
DOI：
10.1097/00004583-200001000-00014
发表时间：
2000-01-01
影响因子：
13.3
作者：
Shaffer, D;Fisher, P;Schwab-Stone, ME
通讯作者：
Schwab-Stone, ME
DOI：
10.1097/00004583-200102000-00009
发表时间：
2001-02-01
影响因子：
13.3
作者：
Jensen, PS;Hinshaw, SP;Vitiello, B
通讯作者：
Vitiello, B
DOI：
10.1097/00004583-200201000-00012
发表时间：
2002-01-01
影响因子：
13.3
作者：
Nigg, JT;Blaskey, LG;Rappley, MD
通讯作者：
Rappley, MD