摘要
目的 检验Conners教师用评定量表的临床效度。方法 将Conners教师用评定量表(TRS)应用于符合DSM Ⅳ注意缺陷多动障碍 (ADHD)标准的 5 7例ADHD儿童及同年龄、同性别的全国常模样本上海组儿童。结果 (1)内容效度 :ADHD组的因子分及总分均高于对照组 (t=11 2 4 0～16 6 5 2 ,P <0 0 0 1) ;(2 )效标效度 :TRS对ADHD儿童的诊断灵敏度是 86 0 % ,特异度 94 7% ,诊断符合率 90 3% ;(3)结构效度 :各因子与总分的相关 (γ =0 892～ 0 974 )超过各因子之间的相关 (γ =0 6 93～ 0 96 3) ;经最大方差旋转后得出了 5个因子 ,有 3个因子与美国TRS的因子相似 ,即多动、注意力不集中、冲动 ,并产生了 2个不同于美国儿童的因子 :社交问题、被动。结论 Conners教师用评定量表适合于我国儿童注意缺陷多动障碍儿童的评估。
Objective: To test the clinical validity of the Conners teacher rating scale (TRS). Methods: TRS was conducted in 57 children meeting DSM-Ⅳ ADHD criterion and in control group with same construction of age and genders, selected from national norm sample. Results: (1) Content validity: total score and factor scores of ADHD were higher than that of control group (t=11.240～16.652, P<0.001). (2) Criterion validity: the sensitivity and specificity of TRS for diagnosis were 86.0% and 94.7% with 90.3% concordance rate. (3) Construction validity: correlations between factor and total scores was significant than that between factor scores, five factors were produced, three of which were the same as US TRS factors, including hyperactivity, inattention and impulsiveness, the other two factors included social problem and passiveness. Conclusion: TRS is applicable to assess ADHD in Chinese children.
出处
《上海精神医学》
北大核心
2004年第1期20-23,共4页
Shanghai Archives of Psychiatry
基金
上海市精神卫生中心科研基金资助 ( 2 0 0 0年度 )
