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

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，包括临床访谈和评级量表，在临床环境中管理，通常在单一场合。与传统的评估方法相比，生态瞬时评估（EMA）提供了在现实世界中的重复，实时数据，从而提高了评估的生态有效性。虽然EMA已被研究人员和从业者认为是一种有用的方法，用于精神卫生保健的不同阶段，但它尚未在ADHD的临床评估中建立，这可能是由于缺乏基于EMA的工具，其有效性和可靠性已被准确检查。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（4-6岁）和小学儿童（6-11岁）ADHD的核心症状，执行功能（EF），功能障碍和ADHD共病障碍。将通过评估项目的相关性、可理解性和全面性来检查每个EMA量表的内容效度。将要求家长和教师完成评定量表，评估儿童基线时的ADHD、EF、功能障碍和ADHD共病障碍的核心症状。在为期25天的时间里，家长和老师将分别使用EMA量表每天两次和每天一次报告儿童的ADHD、EF、功能障碍和ADHD共病障碍的核心症状。将评估每个EMA量表的可行性、可接受性、人间和人内可靠性以及结构效度。

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.