适应性功能在学校:一个多维问卷,以评估功能挑战超出症状在学生与ADHD的ADHD
Que Zheng1, Bryan Kwok Hin Hui2, Jiaxi Li1
1Department of Psychology, The University of Hong Kong, Hong Kong, China.
Child psychiatry and human development
|June 17, 2025
概括
一个新的问卷,学校适应性功能问卷 (AFSQ),有助于识别ADHD学生的学校挑战. 它评估了社会,组织和情感技能,指导了超越症状管理的有针对性的支持.
科学领域:
- 儿童和青少年心理学 儿童和青少年心理学
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
背景情况:
- 适应性功能在学校对于患有多动症的学生至关重要,但仍未得到充分研究.
- 现有的评估工具往往缺乏一个多维的,学校上下文化的方法.
- 需要一个全面的措施来确定学校环境中的特定适应性挑战.
研究的目的:
- 引入和验证学校适应性功能问卷 (AFSQ),这是一个由教师报告的措施.
- 评估学校环境相关的五个关键领域的适应性功能.
- 为了区分与神经类型同龄人相比,ADHD学生的适应性功能挑战.
主要方法:
- 开发和验证的AFSQ使用老师报告的564名学生与ADHD和93社区同龄人.
- 进行因素分析以确认AFSQ的五个因素结构.
- 通过与执行职能和社会技能指标的相关性来评估收的有效性.
主要成果:
- AFSQ表现出强大的五因素结构和强大的可靠性 (α = .83- .96).
- 患有多动症的学生在所有五个领域都表现出明显更大的适应性挑战 (d = .82-1.34).
- 缺乏注意力广泛影响了适应性功能,而共患的反对性挑战性障碍 (ODD) 特别加剧了社会行为和情绪上的挑战.
结论:
- AFSQ是教育工作者和临床医生的可靠和有效工具,用于评估学生的学校特定的适应性功能.
- 它有助于确定ADHD学生的个性化支持需求.
- 研究结果强调,需要针对性干预措施来解决伴随性疾病,如ADHD中的ODD.
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