注意缺陷多动障碍诊断：定性分析与定量证据(武汉).pptxVIP

2015年 ADHD诊断：定性分析与定量证据 ——基于智力PASS理论与大数据的ADHD症候定量评估临床实验室建设应用研究 广西壮族自治区人民医院认知睡眠中心 Center For Cognitive and Sleep C F C S 秦 岭 qlhlaa@163.com 微信号：GXRZSM 2009国家创新计划项目 2011广西科学研究与技术开发计划课题 2015广西国际合作计划项目 2008-2015广西人才小高地项目 前言 0 思考：为什么 注意功能缺失 多动 冲动 核心症状的多维度表现 1.Barkley et al., J Clin Psychiatry 2002;63(12):10-15 2.Slomkowski et al., J Abnormal Psychiatry 1995;23(3):303-315. 3. AAP CLINICAL PRACTICE GUIDELINE Pediatrics. 2011 Nov;128(5):1007-22. 4. Clin Psychol Rev. 2008 Apr;28(4):692-708. Epub 2007 Nov 1. 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, 200