注意缺陷多动障碍的诊断：定性分析与定量证据(武汉)科目讲解.pptx

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 SleepC F C S秦 岭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 mailto:qlhlaa@163.comqlhlaa@163.com微信号：GXRZSM0前言思考：为什么213确诊ADHD儿童治疗依从性差ADHD的诊断存在社会争论 高发病率与学科建设落后核心症状的多维度表现注意功能缺失多动冲动1.Barkley et al., J Clin Psychiatry 2002;63(12):10-152.Slomkowski et al., J Abnormal Psychiatry 1995;23(3):303-315.3. AAP CLINICAL PRACTICE GUIDELINE /pubmedediatrics.?2011 Nov;128(5):1007-22./pubmed/180367114./pubmed/pubmedlin Psychol Rev.?2008 Apr;28(4):692-708. Epub 2007 Nov 1.Aiding the diagnosis of AD/HD in childhood: Using actigraphy and a continuous performance test to objectively quantify symptomsHannah Gilberta, Dandan Li, Xuehua Zhang, Ling Qinb, Stuart J. JohnstoneaBehaviour 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)