Conners教师评定量表在注意缺陷多动障碍中的应用

A Study on ADHD Children with Conners Teacher Rating Scale

目的 :评估Conners教师评定量表在注意缺陷多动障碍 (ADHD)中的适用性。方法 :将Conners教师评定量表 (TRS)应用于符合DSM -Ⅳ注意缺陷多动障碍诊断标准的 5 7例ADHD儿童及同年龄、同性别的全国常模上海组儿童。结果 :(1)将ADHD组与对照组儿童的TRS所有条目得分进行比较 ,除量表中“扭动不停”一项统计学上无显著性差异 (t=0 .10 6 ,P >0 .0 5 ) ;其余条目两组之间均有极显著差异 (P <0 .0 1) ;(2 )ADHD组的因子分及总分均高于对照组 (t=11.2 4 0～ 16 .6 5 ,P <0 .0 1) ;(3)TRS对ADHD儿童的诊断灵敏度 86 .1% ,特异度 94 .4 % ,诊断符合率 90 .3%。结论 :TRS能可靠、敏感地区别ADHD与正常儿童 ,适用于教师对ADHD儿童评估。

Objective:To evaluate the application of Conners Teacher Rating Scale(TRS) in children with ADHD.Methods:The teachers of 57 ADHD children completed TRS while the national norm as a control group.Results:(1)The item scores of ADHD children were significantly different from those of the controls.(2)The total score and the factor scores of ADHD children were higher than those of the controls( t =11.240～16.65, P <0.01).(3)The sensitivity of hyperacivity index of TRS was 86.0%,and the specificity and the accuracy of TRS were respectively 94.7% and 90.3%.Conclusion:Using Conners Teacher Rating Scale can differentiate ADHD children from normal children.