Evaluating attention deficit hyperactivity disorder using multiple informants: The incremental utility of combining teacher with parent reports

被引:90
作者
Power, TJ
Andrews, TJ
Eiraldi, RB
Doherty, BJ
Ikeda, MJ
DuPaul, G
Landau, S
机构
[1] Univ Penn, Philadelphia, PA 19104 USA
[2] Illinois State Univ, Dept Psychol, Normal, IL 61761 USA
[3] Lehigh Univ, Sch Psychol Program, Bethlehem, PA USA
关键词
D O I
10.1037/1040-3590.10.3.250
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
In a sample of students referred to a school-based Pupil Assistance Committee, the Inattention and Hyperactivity-Impulsivity factors of the Attention Deficit Hyperactivity Disorder (ADHD) Rating Scale-IV were used to predict diagnostic status, determined by a parent-reported diagnostic interview and teacher rating scale. Results of logistic regression and receiver operating curve analyses indicated that the Inattention and Hyperactivity-Impulsivity factors differentiated students with ADHD from controls and distinguished children with different ADHD subtypes. Symptom utility estimates demonstrated that a single informant approach was best suited for ruling out ADHD, whereas a combined informant method was optimal for positively diagnosing this disorder. Methods for determining the incremental utility of combining teacher with parent reports were demonstrated.
引用
收藏
页码:250 / 260
页数:11
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