注意缺陷多动障碍的诊断：定性与定量证据(武汉)程序.pptx

2015年;;;;Behaviour rating scales are also commonly used to assess AD/HD behavioural symptoms consistent with DSM-V criteria (e.g. Conners’ Parent Rating Scale(CPRS), Conners’ Teacher Rating Scale (CTRS), Child Behaviour Checklist (CBCL), and NICHQ Vanderbilt Assessment Scales). These are typically completed by multiple informants, such as parents and teachers, to assess the child’s behaviour in multiple settings (Schultz Evans, 2012). It is recommended that practitioners combine these symptom reports in order to determine an accurate AD/HD diagnosis. The accuracy of suchmeasures may be hindered by the perceptions or biases of theseinformants (Pelham, Fabiano, Massetti, 2005; Sibley et al., 2012).The validity of teacher rating appears to beespecially problematicduring the high school years, as students often interact with several teachers on a daily basis. Research has found only low to moderate inter-teacher reliability on AD/HD rating scales with correlations ranging from .21 to .52 (Molina et al., 1998; Schultz Evans, 2012). Teacher demographics such as age and sex also influence the perceived severity or leniency of behavioural symptoms. For example, Schultz and Evans (2012) reported that female and younger teachers provided more severe ratings of hyperactivity-impulsivity, than did male and older teachers. Similar disparities have been documented between teacher and parent ratings of behaviour, with only low to moderate correlations ranging from .30 to .50 (Barkley, 2003). Maternal biases resulting from depression and/or other psychopathology may also influence the accuracy of these diagnostic measures. For example, several studies have reported that mothers with elevated depressive symptoms are more likely to exaggerate their child’s behaviour than non-depressed parents (Chi Hinshaw, 2002; Chilcoat Breslau, 1997; Najman et al., 2000). This finding has been extended to ratings of AD/HD, with maternal depression predicting elevated ratings of AD/HD symptomology