注意缺陷多动障碍儿童脑电生物反馈治疗前后汉字认知电位的比较研究

目的 通过对脑电生物反馈治疗前后注意缺陷多动障碍(ADHD)儿童视听整合持续操作测试(IVA-CPT)和执行语义启动任务的认知电位(ERP)变化的比较,探讨反馈治疗对ADHD儿童汉字认知影响的机制.方法 ADHD儿童21例(男性20例,女性1例),均经脑电生物反馈治疗20次,采用汉字语义启动任务(相关、不相关、假字组)对ADHD治疗前后进行测试,采用BESA软件提取认知电位进行比较分析并对IVA-CPT进行比较.结果 ①IVA-CPT结果:ADHD患儿注意总商数治疗后[(84.5±16.34)分]高于治疗前[(69.11±31.18)分,P<0.05].②ERP-N2:汉字相关任务Cz导联N2波幅治疗后[(-3.95±5.63)μV]低于治疗前[(-10.14±8.27)μV],差异有显著性(P<0.01).③ERP-P3:汉字不相关任务Cz导联P3潜伏期治疗后[(619.24±63.64)ms]短于治疗前[(660.76±67.88)ms,P<0.05].结论 脑电生物反馈能改善ADHD的注意缺陷能力,提高ADHD工作疗前记忆能力及汉字认知速度,易化患儿汉字认识过程;表现在汉字ERP为相关N2波幅降低,不相关P3潜伏期缩短.汉字刺激ERP可以作为评价ADHD患儿反馈疗效的参考依据.

A comparative ERP study of character semantic priming before and after EEG biofeedback therapy in attention deficit hyperactivity disorder children

Objective To investigate the mechanisms of Chinese character cognition improvement after EEG biofeedback therapy in attention deficit hyperactivity disorder (ADHD) children by comparing the changes of the event-related potentials (ERPs) and the attention quotients of integrated visual and auditory continuous per-formance test(IVA-CPT). Methods Twenty-one ADHD children (20 boys and 1 girl) were received treatment which course contained of 20 EEG biofeedback practices. The IVA-CPT and recognition potentials under Chinese character semantic priming task were recorded before and after the therapy. Subjects were instructed to judge whether the presented target word was a related word, unrelated word or a pseudoword. Results (1) In IVA-CPT,the general attention quotients in ADHD children were increased after therapy(84.5±16.34 vs 69. 11±31.18, P<0.05). (2) ERP-N2 amplitude of character related N2 at Cz lead[(-3.95±5.63)μV]was more de-creased than before treatment [(-10. 14±8.27)μV, P<0.05]. (3) ERP-P3 latent of character unrelated stim-uli P3 at Cz lead [(619.24±63.64) ms] was significantly shorter than that of before-treatment [(660.76±67.88)ms, P<0.01]. Conclusion The EEG biofeedback therapy can improve the ability of attention and work-ing memory in ADHD,furthermore,the speed of character processing is accelerated and the processing of character cognition is facilitated. Amplitude of character decreased related-N2 amplitude and shortened unrelated-P3 latent period may be an assessment of the effect of EEG biofeedback therapy for ADHD children in semantic processing.