D-N认知评估系统在AD/HD儿童认知评估中的应用

心理发展与教育 ›› 2009, Vol. 25 ›› Issue (3): 77-82.

D-N认知评估系统在AD/HD儿童认知评估中的应用

邓赐平¹, 傅丽萍², 李其维¹, Jagannath P. Das³

1. 华东师范大学心理与认知科学学院, 上海200062;
2. 贵州师范大学教科院, 贵州550001;
3. University of Alberta, Edmonton, Canada

出版日期:2009-07-15 发布日期:2009-07-15
通讯作者: 邓赐平, 华东师范大学心理与认知科学学院副教授.E-mail:cpdeng@psy.ecnu.edu.cn E-mail:cpdeng@psy.ecnu.edu.cn
基金资助:
研究得到国家自然科学基金项目(编号:30470581);上海市教育科学研究重点项目(编号:A0820)的资助

A Research on the Application of D-N: Cognitive Assessment System In the Cognitive Evaluation of the AD/HD Children

DENG Ci-ping¹, FU Li-ping², LI Qi-wei¹, Jagannath P. Das³

1. School of Psychology and Cognitive Science, East China Normal University, China;
2. School of Educational Science, Guizhou Normal University, China;
3. University of Alberta, Edmonton, Canada

Online:2009-07-15 Published:2009-07-15

摘要/Abstract

摘要： 研究采用基于PASS理论建构的D-N认知评估系统(CAS)作为主要评估工具, 以临床推介的18名AD/HD儿童和18名在性别、年龄及智力水平与临床样本相匹配的正常儿童为被试, 对其PASS认知过程特征开展比较研究, 探查临床组儿童潜在的认知过程异常, 研究结果表明:(1)临床AD/HD儿童在CAS总量表分上显著低于正常对照组儿童;(2)临床AD/HD儿童与正常对照组儿童在计划和注意过程分数上存在显著差异, 且临床AD/HD儿童的计划和注意分量表分数可很好地预测其在DSM-IV上的注意涣散评估分数;(3)临床AD/HD组儿童与正常对照组儿童在同时性加工和继时性加工水平上则没有显著差异。

关键词: 注意缺陷/多动障碍(AD/HD), PASS理论, D-N认知评估系统(CAS), 注意, 计划

Abstract: In the study, two groups of children were recruited as Participants.The clinical group consisted of 18 children with ADPHD from Shanghai Mental Health Center, and the other group included 18 normal children selected from a primary school, who matched those children with ADPHD one-by-one by age, gender, and score on Raven.s Progressive Matrices.Two groups of children's scores on Das-Naglieri:Cognitive Assessment System(CAS), developed on the PASS model, were collected and analyzed.The results showed that two groups of children scored dif erently on Attention Scale and Planning Scale of CAS, and children with ADPHD got lower scores at these two scales than that of normal children. However, two groups of children showed no difference in their performance in Simultaneous Processing Scale and Successive Processing Scale.A further analysis also showed that ADPHD children's scores on the Attention Scale and Planning Scale predicted well their performance of inattention assessed according to DSM-IV criteria.Thus, the findings suggested that, if used properly, CAS would be helpful for assessing and diagnosing ADPHD children.

Key words: ADPHD, PASS theory, D-N:cognitive assessment system(CAS), attention, planning

中图分类号:

B844.1

邓赐平, 傅丽萍, 李其维, Jagannath P. Das. D-N认知评估系统在AD/HD儿童认知评估中的应用[J]. 心理发展与教育, 2009, 25(3): 77-82.

DENG Ci-ping, FU Li-ping, LI Qi-wei, Jagannath P. Das. A Research on the Application of D-N: Cognitive Assessment System In the Cognitive Evaluation of the AD/HD Children[J]. Psychological Development and Education, 2009, 25(3): 77-82.

参考文献

[1] Barkley R A.Attention-deficit Hyperactivity Disorder:A dbook for Diagnosis and Treatment(2nd ed.).New York:Guilford Press, 1998.
[2] Douglas V I.Cognitive control processes in att ention-deficitP hyperactivity disorder.In H.C.Quay&A.Hargan(Eds.), Handbook of disruptive behavior disorders.New York:Plenum, 1999:105-138.
[3] Nigg J T.Is ADPHD an inhibitory disorder?Psychological Bulletin, 2001, 125:571-5961
[4] Sergeant J A.The cognitive-energetic model:an empirical approach t o Attention-Deficit Hyperactivity Disorder.Neuroscience and Biobehavioral Reviews, 2000, 24:7-12.
[5] Gordon M, Barkley R A.Tests and observational measures.In R. A.Barkley(Ed.), Att ention deficit hyperactivity disorder:A handbook for diagnosis and treatment(2nd ed).New York:Guilford Press, 1998, 294-311.
[6] Naglieri J A, Goldstein S, Iseman J S, et al.Performance of children with attention deficit hyperactivity disorder and anxietyPdepression on the WISC2Ⅲ and Cognitive Assessment System(CAS).Journal of Psychoeducational Assessment, 2003, 21:32-42.
[7] Naglieri J A, Salter C J, Edwards G H.Assessment of children with att ention and reading difficulties using t he PASS theory and cognitive assessment system.Journal of Psychoeducational Assessment, 2004, 22:93-105.
[8] Kaufman A S, Lichtenberger E O.Essentials of WAIS2Ⅲ assessment.New York:Wiley, 2000.
[9] Das J P, Papadopoulds T C.Behavioral inhibition and hyperactivity:a commentary from alt ernative perspectives.European Journal of Special Needs Education, 2003, 18(2):183-195.
[10] Das J P, Naglieri J A, Kirby J R(著).杨艳云, 谭和平(译). 认和过程的评估:智力的PASS理论.华东师范大学出版社, 1999.
[11] Naglieri J A, Das J P.Cognitive assessment syst em:Interpretive Handbook.Riverside Publishing, 1997.
[12] Das J P.A better look atintelligence.Current Directions in Psychological Science, 2002, 11:28-33.
[13] APA(American Psychiat ric Association).Diagnostic and St atistical Manual of Mental Disorders(DSM-IV-TR).Washington, DC: APA, 2000.
[14] 邓赐平, 张莹, 李其维.D-N认知评估系统的结构验证:一项基于中国青少年样本的分析.心理科学, 2009(待刊).
[15] Das J P.注意:概念、测验和教师等级评定.华东师范大学学报(教科版), 2002, 20(3):68-76.
[16] Sergeant J A, Oosterlaan J, Meere van der J J.Information processing and energetic factors in attention-deficitPhyperactivity disorder.In H.C Quay&A.Hogan(Eds.), Handbook of disruptive behavior disorders. New York:Plenum Press, 1999:75-104.
[17] R eardon S M, Naglieri J A.PASS cognitive processing characteristic of normal and ADHD males.Journal of School Psychology, 1991, 30:151-163.
[18] Paolitto A W.Clini cal validation of the Cognitive Assessment Syst em with children with ADPHD.ADPHD Report, 1999, 7:1-51
[19] Dehn M J.Cognitive Assessment System Performance of ADPHD children.Paper present ed at the annual NASP Convention, New Orleans, LA, 2000.
[20] WHO(World Health Organization).ICD-10:Classification of Mental and Behavioral Disorders.Geneva:WHO, 1993.

相关文章 15

[1]	陈书玲, 贾会宾, 靳璨, 张欣, 王恩国. 发展性协调障碍儿童视觉通道前注意加工的特点：来自ERP的证据[J]. 心理发展与教育, 2024, 40(1): 19-28.
[2]	李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[3]	金星, 刘景弘, 马跃, 于战宇. 聋童和正常儿童身体表情注意瞬脱的比较研究[J]. 心理发展与教育, 2023, 39(3): 305-312.
[4]	张妍, 王峥, 罗娜, 王小莹, 李晓南. 失恋经历对爱情相关刺激注意偏向的影响:趋近还是回避？[J]. 心理发展与教育, 2023, 39(1): 12-20.
[5]	陈子循, 李金文, 王雨萌, 刘霞. 累积环境风险与大学生自伤的关系:情绪调节策略的作用[J]. 心理发展与教育, 2023, 39(1): 109-120.
[6]	宋佳汝, 刘媛媛, 王秀礼, 李寿欣. 视觉与言语工作记忆表征对视觉注意的引导[J]. 心理发展与教育, 2022, 38(5): 609-617.
[7]	吴瑕, 钟希苹, 姜云鹏. 不同搜索情境下老化对自上而下注意加工的影响[J]. 心理发展与教育, 2022, 38(1): 26-34.
[8]	余习德, 熊希灵, 梁晓, 鲁成, 邓丽仪, 高定国. 大学生同一性状态与时间管理:生命时间流逝情绪和流逝注意的中介作用[J]. 心理发展与教育, 2021, 37(3): 381-390.
[9]	吴捷, 魏芙蓉, 李佳琪, 吴瑕. 高中生的亲子沟通质量对情绪性刺激注意偏向的影响[J]. 心理发展与教育, 2021, 37(2): 159-166.
[10]	沈洋, 袁文颖, 赵小淋, 姜珂, 彭茂莹, 陈禹, 杨娟. 死亡凸显对自我姓名注意瞬脱对抗效应的影响[J]. 心理发展与教育, 2020, 36(5): 520-527.
[11]	汪海彬, 张鹏程, 卢家楣, 瞿琼, 张燕. 职前教师情绪觉察能力对情绪信息注意偏向的影响[J]. 心理发展与教育, 2020, 36(4): 462-468.
[12]	潘毅, 张琳. 工作记忆内容驱动完全无关刺激捕获注意[J]. 心理发展与教育, 2019, 35(5): 522-529.
[13]	张恒超. 交流语境对学习过程中学习者语言选择性注意的影响[J]. 心理发展与教育, 2019, 35(3): 320-328.
[14]	刘希平, 王贝妮, 唐卫海. 阈下情绪面孔的注视线索提示效应[J]. 心理发展与教育, 2019, 35(2): 129-137.
[15]	马原啸, 陈旭. 阈下安全启动改善非安全依恋女性的注意加工[J]. 心理发展与教育, 2019, 35(1): 11-22.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed