Therapeutic response in children with ADHD: role of observers and settings

被引：0

作者：

Bhat, Venkat ^{[1
,2
]}

Sengupta, Sarojini M. ^{[1
,3
]}

Grizenko, Natalie ^{[1
,3
]}

Joober, Ridha ^{[1
,3
,4
,5
]}

机构：

[1] Douglas Mental Hlth Univ Inst, FBC Bldg,6875 Boul LaSalle, Verdun, PQ H4H 1R3, Canada

[2] Univ Toronto, Dept Psychiat, Toronto, ON, Canada

[3] McGill Univ, Dept Psychiat, Montreal, PQ, Canada

[4] McGill Univ, Dept Neurol & Neurosurg, Montreal, PQ, Canada

[5] McGill Univ, Dept Human Genet, Montreal, PQ, Canada

来源：

WORLD JOURNAL OF PEDIATRICS | 2020年 / 16卷 / 03期

关键词：

ADHD; Methylphenidate; Parents; Teachers; Treatment response; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; DEFICIT HYPERACTIVITY DISORDER; CONTINUOUS PERFORMANCE-TEST; REVISED CONNERS PARENT; EXECUTIVE FUNCTIONS; TEACHER RATINGS; SYMPTOMS; METHYLPHENIDATE; RELIABILITY; DIAGNOSIS;

D O I：

10.1007/s12519-019-00332-5

中图分类号：

R72 [儿科学];

学科分类号：

100202 ;

摘要：

Background This study aims at characterizing the extent of correlation of treatment response (TR) obtained in various observation settings (home, school, clinic) by different observers (parents, teachers, clinicians). Methods Children with attention deficit hyperactivity disorder (ADHD) underwent a 2-week double-blind, randomized, cross-over clinical trial with methylphenidate and placebo, and various measures were obtained during the 2 weeks. Interrelationships of TR were examined using Pearson's correlation coefficients. Results The study included 526 children (420 male, 106 female) with ADHD. TR between different observers shows a variable correlation between parents and teachers. No correlation is seen between parents/teacher evaluation of TR and laboratory-based measures (Continuous Performance Task; Restricted Academic Situation Scale). Conclusion The results firmly support the need to synthesize information from many sources in evaluating TR in ADHD.

引用

页码：314 / 321

页数：8

共 47 条

[1] CHILD ADOLESCENT BEHAVIORAL AND EMOTIONAL-PROBLEMS - IMPLICATIONS OF CROSS-INFORMANT CORRELATIONS FOR SITUATIONAL SPECIFICITY [J].