| 学龄前注意缺陷多动障碍73例儿童韦氏智力量表结果特征分析 |
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| 引用本文： | 陈敏,张蕾,胡耀芳,徐蕖,王晶,杨蕾,洪琴,池霞,崔焱.学龄前注意缺陷多动障碍73例儿童韦氏智力量表结果特征分析[J].中华全科医学,2020,18(7):1147. |
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| 作者姓名： | 陈敏 张蕾 胡耀芳 徐蕖 王晶 杨蕾 洪琴 池霞 崔焱 |
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| 作者单位： | 1. 杭州市妇产科医院产科, 浙江 杭州 310000; |
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| 基金项目： | 江苏省“六大人才高峰”高层次人才(WSN-165)南京医科大学科技发展基金项目(NMUB2019221)国家自然科学基金项目(81671359)南京市医学重点科技发展项目(zkx18044) |
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| 摘 要： | 目的 探讨学龄前注意缺陷多动障碍(attention deficit hyperactivity disorder，ADHD)儿童韦氏智力测验特征。 方法 2018年1—12月在南京医科大学附属妇产医院心理行为门诊选取符合美国精神障碍诊断与统计手册第5版(DSM-5)诊断标准的学龄前ADHD儿童73例，采用韦氏幼儿智力量表(WPPSI-Ⅳ)进行测验，并进行统计分析。 结果 学龄前ADHD儿童各子量表得分之间比较差异有统计学意义(F=4.770,P=0.001)，其中视觉空间得分高于其他子量表得分，而加工速度得分低于语言理解、视觉空间及工作记忆，差异存在统计学意义(均P＜0.05)。学龄前ADHD儿童非言语指数较言语接收指数得分低(t=2.342，P=0.021)，认知效率指数较一般能力指数低(t=2.339，P=0.021)，差异存在统计学意义(P＜0.05)。ADHD各不同类型间全量表得分存在显著差异，注意缺陷型儿童全量表标准分低于多动冲动型及混合型(P＜0.05)。 结论 学龄前ADHD儿童存在一定的视觉认知优势及认知效率低下的内部特征。通过分析韦氏幼儿智力量表，了解儿童认知发展状况并为学龄前ADHD儿童开展针对性的认知行为干预训练，进行行为治疗提供一定帮助。
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| 关 键 词： | 注意缺陷多动障碍 视觉空间 认知效率 学龄前 |
| 收稿时间： | 2020-01-17 |
Characteristics analysis of wechsler intelligence scale in 73 preschool children with attention deficit hyperactivity disorder |
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| Affiliation: | School of Nursing, Nanjing Medical University, Nanjing, Jiangsu 211166, China |
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| Abstract: | Objective To explore the characteristics of Wechsler Intelligence Scale in preschool children with attention deficit hyperactivity disorder (ADHD). Methods From January 2018 to December 2018, 73 preschoolers meeting the diagnostic criteria of DSM-5 ADHD were selected from the psychological behavior clinic, and Wechsler Preschool and Primary Scale of Intelligence -Fourth Edition (WPPSI-Ⅳ) was adopted for testing. Results There were significant differences in scores of each subscale among preschool ADHD children (F=4.770, P=0.001), among which the score of visual space was higher than that of other subscales, while the score of processing speed was lower than that of language comprehension, visual space and working memory, showing statistically significant differences (all P<0.05). The non-verbal index of preschool ADHD children was lower than the verbal reception index (t=2.342, P=0.021), and the cognitive efficiency index was lower than the general ability index (t=2.339, P=0.021), with statistically significant differences (P<0.05). There were differences in the scores of the whole scale among different types of ADHD. The standard score of the whole scale for children with attention deficit type was lower than that for children with hyperactivity impulse type and mixed type (P<0.05). Conclusion Preschoolers with ADHD have certain visual cognitive advantages and cognitive inefficiencies. Through the analysis of WPPSI-Ⅳ, the cognitive development status of children can be understood, so as to carry out targeted cognitive behavior intervention training and provide some help for behavioral therapy. |
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