Advancing ADHD diagnosis via standardized observations

通过标准化观察推进 ADHD 诊断

• 批准号: 6876058
• 负责人: STEPHANIE H MCCONAUGHY
• 金额: $ 40.17万
• 依托单位: UNIVERSITY OF VERMONT & ST AGRIC COLLEGE
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-05-01 至 2007-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6876058
• 关键词: attention deficit disorder; behavior test; behavioral /social science research tag; child behavior; child psychology; clinical research; cognition; elementary school; human subject; interview; mental disorder diagnosis; middle childhood (6-11); parents; psychopathology; teacher

DESCRIPTION (provided by applicant): The proposed study will test the contribution of standardized observations of test session and classroom behavior for improving assessment of Attention Deficit Hyperactivity Disorder (ADHD). Subjects will be 540 children ages 6-11, divided into matched sets of 180 with ADHD, 180 clinically referred without ADHD, and 180 nonreferred controls, with equal numbers of males and females. Examiners will use the Test Observation Form (TOF) to rate each subject's behavior during administration of the Wechsler Intelligence Scale for Children-Third Edition and the Woodcock Johnson-Ill Tests of Cognitive Abilities. Independent observers will use the Direct Observation Form (DOF) to rate the behavior of subjects in the school setting on four separate occasions. Parents will complete a structured diagnostic interview (the NIMH DISC-IV), the ADHD Rating Scale-IV (ADHDRS-IV)-Home version, Child Behavior Checklist (CBCL), and Social Skills Rating System (SSRS). Teachers will complete the ADHDRS-IV-School version, Teacher's Report Form (TRF), SSRS, and Academic Performance Rating Scale (APRS). Aims of the research are: 1) to test the validity of test session and classroom observations for differentiating clinically referred children with ADHD versus clinically referred children without ADHD versus matched nonreferred controls; 2) to test the validity of test session and classroom observations, separately and combined, for differentiating children with ADHD Inattentive subtype from children with the Hyperactive/Impulsive and Combined subtypes; 3) to test associations of test session and classroom observations with parent and teacher ratings; 4) to test associations of test session and classroom observations with measures of cognitive ability and functional impairment; and 5) to determine whether the addition of standardized test session observations and/or classroom observations to parent and teacher ratings significantly improves prediction of functional impairment due to ADHD symptoms. The findings from this study will provide a basis for improving current research and clinical practices for diagnosing ADHD and differentiating the Inattentive subtype from the other two subtypes.

描述（由申请人提供）：拟议的研究将测试测试会话和课堂行为的标准化观察结果对改善注意缺陷多动障碍（ADHD）评估的贡献。受试者为540名6-11岁的儿童，分为180名ADHD患者、180名临床转诊的无ADHD患者和180名非转诊对照组，男女人数相等。检查员将使用测试观察表（TOF）对每名受试者在Wechsler儿童智力量表（第三版）和Woodcock Johnson-III认知能力测试期间的行为进行评分。独立观察员将使用直接观察表（DOF）在四个不同的场合对受试者在学校环境中的行为进行评分。父母将完成一个结构化的诊断面试（NIMH DISC-IV），ADHD评定量表-IV（ADHDRS-IV）-家庭版，儿童行为检查表（CBCL）和社会技能评定系统（SSRS）。教师将完成ADHDRS-IV-学校版本，教师报告表（TRF），SSRS和学业成绩评定量表（APRS）。研究的目的是：1）测试测试会话和课堂观察的有效性，以区分临床转诊的ADHD儿童与临床转诊的无ADHD儿童与匹配的非转诊对照; 2）测试会话和课堂观察的有效性，分别和组合，以区分ADHD疏忽亚型儿童与多动/冲动和组合亚型儿童;（3）测试会话和课堂观察与家长和教师评分的关联性：（4）测试会话和课堂观察与认知能力和功能障碍的测量的关联性;以及5）确定是否添加标准化测试会话观察和/或或课堂观察到家长和教师的评分显着提高了对ADHD症状引起的功能障碍的预测。这项研究的结果将为改善目前诊断ADHD的研究和临床实践提供基础，并将注意力不集中亚型与其他两种亚型区分开来。