ساخت، اعتبارسنجی و هنجاریابی پرسشنامه نقص‌توجه- بیش‌فعالی (ADHD) کودکان پسر مقطع ابتدایی بر اساس DSM-5
محورهای موضوعی : تربیتیآیدین معتمدین 1 , سید داود حسینی نسب 2 , مرضیه علیوندی وفا 3
1 - دانشجوی دکتری تخصصی روان‌شناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران.
2 - استاد گروه روان‌شناسی، دانشکده دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران
3 - دانشیار گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران.
کلید واژه: پرسشنامه نقص‌توجه-بیش‌فعالی(ADHD), کودکان پسر مقطع ابتدایی, اعتبارسنجی, هنجاریابی, DSM-5,
چکیده مقاله :
هدف از پژوهش حاضر ساخت پرسشنامه‌ای برای تشخیص اختلال ADHD در کودکان پسر 6 الی 12 ساله مقطع ابتدایی شهر تبریز و بررسی روایی، پایایی، تهیه هنجار درصدی و تعیین میزان شیوع آن بود. روش پژوهش آزمون‌سازی بود. تعداد 1091 نفر دانش‌آموز پسر مقطع ابتدایی به روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب و مادران همان دانش‌آموزان به سوالات پرسشنامه پاسخ دادند. ملاک‌های تشخیصی اختلال ADHD درDSM-5 شامل بی‌توجهی با نه نشانه و بیش‌فعالی-تکانشگری نیز مشترکا با نه نشانه مشخص شده‌اند. نتایج تحلیل عاملی اکتشافی با استفاده از چرخش مستقل واریماکس، دو عامل مستقل بیش‌فعالی صرف و کم‌توجهی صرف را معرفی کرد که بر روی هم 57/36% کل واریانس متغیرها را تبیین می‌کردند. برای بررسی روایی پرسشنامه از روش‌های روایی صوری، محتوایی و سازه استفاده شد و نتایج نشان داد که هم عوامل دوگانه و هم کل پرسشنامه از روایی مطلوب برخوردار هستند. مقدار ضریب آلفای کرونباخ در بررسی پایایی عوامل دوگانه پرسشنامه برای بیش‌فعالی صرف و کم‌توجهی صرف به ترتیب برابر با 82/0 و 74/0 و برای کل پرسشنامه (85/0=α) به دست آمد. جدول هنجارهای درصدی برای نمرات خام آزمودنی‌ها طراحی شد. با توجه به خصوصیات رفتارسنجی مطلوب پرسشنامه محقق‌ساخته می‌توان از این ابزار برای کاربردهای بالینی و تحقیقاتی استفاده کرد.
هدف از پژوهش حاضر ساخت پرسشنامه‌ای برای تشخیص اختلال ADHD در کودکان پسر 6 الی 12 ساله مقطع ابتدایی شهر تبریز و بررسی روایی، پایایی، تهیه هنجار درصدی و تعیین میزان شیوع آن بود. روش پژوهش آزمون‌سازی بود. تعداد 1091 نفر دانش‌آموز پسر مقطع ابتدایی به روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب و مادران همان دانش‌آموزان به سوالات پرسشنامه پاسخ دادند. ملاک‌های تشخیصی اختلال ADHD درDSM-5 شامل بی‌توجهی با نه نشانه و بیش‌فعالی-تکانشگری نیز مشترکا با نه نشانه مشخص شده‌اند. نتایج تحلیل عاملی اکتشافی با استفاده از چرخش مستقل واریماکس، دو عامل مستقل بیش‌فعالی صرف و کم‌توجهی صرف را معرفی کرد که بر روی هم 57/36% کل واریانس متغیرها را تبیین می‌کردند. برای بررسی روایی پرسشنامه از روش‌های روایی صوری، محتوایی و سازه استفاده شد و نتایج نشان داد که هم عوامل دوگانه و هم کل پرسشنامه از روایی مطلوب برخوردار هستند. مقدار ضریب آلفای کرونباخ در بررسی پایایی عوامل دوگانه پرسشنامه برای بیش‌فعالی صرف و کم‌توجهی صرف به ترتیب برابر با 82/0 و 74/0 و برای کل پرسشنامه (85/0=α) به دست آمد. جدول هنجارهای درصدی برای نمرات خام آزمودنی‌ها طراحی شد. با توجه به خصوصیات رفتارسنجی مطلوب پرسشنامه محقق‌ساخته می‌توان از این ابزار برای کاربردهای بالینی و تحقیقاتی استفاده کرد.
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