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首页> 外文期刊>Journal of consulting and clinical psychology >The role of children's ethnicity in the relationship between teacher ratings of attention-deficit/hyperactivity disorder and observed classroom behavior
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The role of children's ethnicity in the relationship between teacher ratings of attention-deficit/hyperactivity disorder and observed classroom behavior

机译：儿童种族在教师注意力不足/多动障碍评分与课堂行为观察之间的关系中的作用

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摘要

Significant ethnic differences have been consistently documented on attention-deficit/hyperactivity disorder (ADHD) teacher rating scales. Whether these ethnic differences result from a teacher rating bias or reflect actual classroom behavior patterns is unknown. Ethnic differences between Caucasian and African American (AA) elementary schoolchildren on teacher ratings and codings of observed classroom behavior were examined with latent variables. In structural equation models, correlations between teacher ratings and observed classroom behavior suggested nonbiased teacher ratings of AA schoolchildren with diagnosed ADHD. Ethnic differences were documented for both teacher ratings of ADHD and classroom behavior. Differences in classroom behavior were attenuated when the behavior of an average child in the classroom was taken into account. Multiple explanations for this pattern of results are discussed.
机译：注意力缺陷/多动障碍（ADHD）教师评级量表上一直记录着明显的种族差异。这些种族差异是由教师评分偏差导致还是反映实际的课堂行为模式尚不清楚。使用潜在变量检查了白种人和非洲裔美国人（AA）小学生在教师评分和观察到的课堂行为编码方面的种族差异。在结构方程模型中，教师评分与观察到的课堂行为之间的相关性表明，患有ADHD的AA小学生的教师评分无偏。记录了多动症教师评分和课堂行为的种族差异。当考虑到普通儿童在教室里的行为时，教室行为上的差异就会减弱。讨论了这种结果模式的多种解释。

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