Development of ecological momentary assessment (EMA) scales for assessment of ADHD in preschool and elementary school children

开发用于评估学龄前儿童和小学生多动症的生态瞬时评估（EMA）量表

• 批准号: 535568567
• 负责人: Dr. Behnaz Kiani, Ph.D.
• 金额: --
• 依托单位: Arbeitsbereich Schulpsychologie
• 依托单位国家: 德国
• 项目类别: WBP Position
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/535568567?language=en
• 关键词: Development; ecological; momentary; assessment; EMA

The diagnosis of attention-deficit/hyperactivity disorder (ADHD) typically relies on traditional assessment methods, including the clinical interview and rating scales, administered in clinical settings and commonly on a single occasion. Compared to traditional approaches to assessment, ecological momentary assessment (EMA) provides repeated, real-time data in real-world settings thus enhancing the ecological validity of assessment. Though EMA has been recognized as a useful method for diverse phases of mental health care by researchers and practitioners, it has not still been established in clinical assessment of ADHD, which may be due to a lack of well-developed EMA based tools that their validity and reliability has been accurately examined. The current project aims at developing EMA based parent and teacher report scales for assessment of core symptoms of ADHD, executive functioning (EF), functional impairment, and comorbid disorders with ADHD in preschool (4-6 years) and elementary school children (6-11 years). Content validity of each EMA scale will be examined by assessing relevance, comprehensibility, and comprehensiveness of items. Parents and teachers will be asked to complete rating scales assessing the child’s core symptoms of ADHD, EF, functional impairment, and comorbid disorders with ADHD at baseline. For a period of 25 days, parents and teachers will report on the child’s core symptoms of ADHD, EF, functional impairment, and comorbid disorders with ADHD using EMA scales two times a day and once a day, respectively. Feasibility, acceptability, between-person and within-person reliability, and construct validity of each EMA scale will be assessed.

注意力缺陷/多动障碍(ADHD)的诊断通常依赖于传统的评估方法，包括临床访谈和评定量表，在临床环境中实施，通常在单一场合进行。与传统的评估方法相比，生态瞬时评估(EMA)在现实世界中提供了重复的、实时的数据，从而提高了评估的生态效度。虽然EMA已被研究者和实践者认为是一种适用于不同阶段精神卫生保健的有效方法，但它在ADHD的临床评估中仍未得到确立，这可能是由于缺乏基于EMA的成熟工具来准确检验其有效性和可靠性。目前的项目旨在开发基于EMA的家长和教师报告量表，用于评估学龄前儿童(4-6岁)和小学儿童(6-11岁)的ADHD核心症状、执行功能(EF)、功能障碍和与ADHD共存的障碍。每个EMA量表的内容效度将通过评估项目的相关性、可理解性和全面性来检验。家长和教师将被要求完成评价表，以评估孩子的ADHD、EF、功能障碍和与ADHD共病的核心症状。在为期25天的时间里，家长和教师将分别使用EMA量表每天两次和一天一次报告孩子的ADHD、EF、功能障碍和ADHD共病的核心症状。将评估每个EMA量表的可行性、可接受性、人与人之间和人内的信度以及结构效度。