注意缺陷多动障碍儿童的智力结构及社会适应行为特点

背景注意缺陷多动障碍( attention deficit hyperactivity disorder,ADHD)患儿注意力不集中常给学习带来困难,影响学习成绩.近年来关于 ADHD儿童的智能发育及社会适应方面的研究不少,但结论不一致. 目的探讨 ADHD儿童智力结构及社会适应行为特点. 设计以诊断为依据的病例对照研究. 方法选取 ADHD 患儿 48例,健康儿童 48例,利用韦氏学龄智力量表和社会适应行为评定量表评定其智力和社会适应能力,比较其智力结构和适应行为特点. 结果智力方面 ADHD患儿言语智商 (101.23± 7.45)高于其操作智商 (89.72± 8.00),差异有显著性意义 (t=2.241,P< 0.05), ADHD患儿言语、操作及总智商 (101.23± 7.45 ,89.72± 8.00, 94.12± 10.28)均低于对照组相应智商 (105.46± 8.70, 102.85± 9.36, 104.20± 8.57),差异有显著性意义 (t=2.360,2.547,2.012, P< 0.05);不分心因子和获得因子得分 (16.10± 3.86, 25.47± 5.01)低于对照组 (20.00± 3.94, 29.33± 4.46),差异有显著性意义 (t=2.764, 3.223,P< 0.01),社会适应方面 ADHD患儿独立功能因子得分和认知因子得分 (61.20± 6.14, 56.80± 5.86)高于对照组( 51.66± 5.47 ,48.24± 4.98),差异有显著性意义 (t=2.560, 2.589,P< 0.05 ),而社会 /自制因子得分 (40.32± 6.22)低于对照组 (57.86± 6.03) 差异有显著性意义 (t= 2.412, P< 0.05). 结论 ADHD患儿智力结构和社会适应能力存在缺陷,积极防治对于保证其智力发育和社会适应能力的提高具有重要意义.

Intelligence and social adaptive ability development of the children with attention-deficit hyperkinetic disorder

BACKGROUND: Attention-deficit hyperkinetic disorders(ADHD) may seriously impair learning ability in children.In recent years,there have been quite a few researches on intelligence development and social adaptive ability in ADHD children,but the results are controversial. OBJECTIVE:To explore the characteristics of intelligence and social adaptive ability in children with ADHD. DESIGN:A case-controlled study based on the diagnosis. METHODS:Forty-eight ADHD children(ADHD group) and forty-eight healthy children(control group) were enrolled in the study.Wechsler Intelligence Scale for Children(WISC) and Social Adaptive Behavior Scale were used to evaluate intelligence and social adaptive ability for the comparison of intelligence and adaptive behavior characteristics between the ADHD and healthy children. RESULTS:For children with ADHD, verbal intelligence quotient (101.23± 7.45) was significantly higher than performance intelligence quotient(89.72± 8.00)(t=2.241,P< 0.05).Verbal intelligence quotient, performance intelligence quotient and total intelligence quotient were significantly lower in the ADHD group(101.23± 7.45 ,89.72± 8.00 and 94.12± 10.28,respectively) than in the control group(105.46± 8.70, 102.85± 9.36 and 104.20± 8.57,respectively)(t=2.360,2.547,2.012,P< 0.05).Concentration factor and acquired knowledge scores (16.10± 3.86 and 25.47± 5.01,respectively ) in the ADHD group were significantly lower than those in the control group(20.00± 3.94 and 29.33± 4.46, respectively) (t=2.764,3.223,P< 0.01).In the aspect of social adaptive abilities,independence factor and cognition factor scores (61.20± 6.14 and 56.80± 5.86,respectively) were significantly higher in the ADHD group than in the control group( 51.66± 5.47 and 48.24± 4.98, respectively) (t=2.560,2.589,P< 0.05 ).Social control factor scores(40.32± 6.22) were significantly lower in the ADHD group than in the control group(57.86± 6.03)(t=2.412,P< 0.05). CONCLUSION:Intelligence and social adaptive ability development in the children with ADHD have defects.Active prevention and treatment is important for the intelligence development and social adaptation of the children with ADHD.