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目的比较应用Brown注意缺陷障碍量表(BADDS)评价中国和美国6～12岁儿童注意障碍和多动冲动等问题时评分的区别。方法对北京市某2所小学1～6年级的700名学生进行调查,6～7岁的儿童由父母和教师在指导语下分别填写BADDS的父母问卷和教师问卷;8～12岁儿童由儿童本人、父母和教师在指导语下分别填写BADDS的自评问卷、父母问卷和教师问卷。比较中国和美国儿童各年龄段评分的差异。结果 1.在6～7岁儿童的教师问卷评分中,中国和美国儿童的评分差异均无统计学意义;父母问卷中,包括在调节警觉程度、保持努力和决定处理速度、应对挫折和调节情绪、监督并自我调节行为等方面,中国儿童评分均低于美国儿童。2.在8～12岁儿童的父母问卷、教师问卷和学生自评问卷中,在集中、保持和转换注意及使用工作记忆和回忆方面,中国和美国儿童评分的差异均无统计学意义;在其他方面,特别是在调节警觉程度、保持努力和决定处理速度、监督并自我调节等行为方面,中美儿童的评分差异均有统计学意义。结论 BADDS对中国儿童注意缺陷多动障碍的评估是适用的,但引进和应用前需建立中国常模。
OBJECTIVE: To compare the differences between Brown and Attention Deficit Disorder Scale (BADDS) in assessing the attention deficits and hyperactivity of children aged 6 to 12 in China and the United States. Methods A total of 700 students from 1 grade to 6 grade in 2 primary schools in Beijing were surveyed. Parents and teachers of 6-7 years old were asked to fill in the parental questionnaire and teacher questionnaire of BADDS under the instructional language respectively. Children aged 8-12 were enrolled by children I, parents and teachers fill in BADDS self-assessment questionnaire, parent questionnaire and teacher questionnaire respectively under the guidance. Compare the differences between Chinese and American children in all age groups. Results 1. There was no significant difference in the scores of Chinese and American children among the children aged 6-7 in the teacher’s questionnaire score. Among the parents’ questionnaires, they included adjusting the degree of alertness, keeping efforts and deciding the speed of treatment, coping with the setbacks and adjusting emotions , Supervision and self-regulation behavior, Chinese children’s scores were lower than American children. 2. There was no significant difference in the scores of children between China and the United States in the concentration, maintenance and conversion of attention and use of working memory and memory in the parents ’questionnaires, teachers’ questionnaires and self-assessment questionnaires for children aged 8-12 years; Elsewhere, the differences in scoring between China and the United States were statistically significant, especially in terms of adjusting the level of vigilance, maintaining efforts and deciding on the speed, supervision and self-regulation. Conclusions BADDS is suitable for the assessment of children with ADHD in China, but the establishment of Chinese norm before introduction and application.