中华实用儿科临床杂志
中華實用兒科臨床雜誌
중화실용인과림상잡지
Journal of Applied Clinical Pediatrics
2015年
12期
913-917
,共5页
岑超群%邹园园%陈凯云%邓红珠%邹小兵
岑超群%鄒園園%陳凱雲%鄧紅珠%鄒小兵
잠초군%추완완%진개운%산홍주%추소병
Asperger综合征%注意缺陷多动障碍%智商
Asperger綜閤徵%註意缺陷多動障礙%智商
Asperger종합정%주의결함다동장애%지상
Asperger syndrome%Attention deficit hyperactivity disorder%Intelligence quotient
目的 比较Asperger综合征(AS)和注意缺陷多动障碍(ADHD)儿童的智商,为鉴别诊断提供可能的依据.方法 根据美国《精神障碍诊断与统计手册》第4版确诊AS患儿141例和ADHD患儿154例(6～13岁),采用韦氏儿童智力量表中文版对2组患儿及102例健康对照(NC)组同龄儿进行智力测试并比较结果.结果 AS组和ADHD组患儿智商处于低分值端(边缘和缺损)比例均显著高于NC组.ADHD组智商处于高分值端(高常和超常)比例明显低于AS组和NC组.AS组内有更高比例儿童其言语智商(VIQ)落在高分值端,相反有更高比例儿童其操作智商(PIQ)落在低分值端.AS组、ADHD组和NC组其VIQ、PIQ和总智商(FIQ)分别为(102.55 ±17.27,91.31 ±16.01,97.10 ±15.88)、(95.39±13.49,94.16±12.92,94.40±12.78)和(104.06±13.66,103.05±11.80,103.91 ±12.92);ADHD组VIQ、PIQ和FIQ均低于NC组(P均＜0.01);AS组PIQ和FIQ均低于NC组(P＜0.01),但AS组和NC组VIQ比较差异无统计学意义(P＞0.05).AS组和ADHD组在“领悟”、“编码”、“填图”和“图片排列”等分测验得分均低于NC组(P均＜0.01).AS组VIQ比PIQ高(11.23±17.29),差异有统计学意义(P＜0.01);ADHD组和NC组VIQ和PIQ差值分别是(1.23±13.10)和(1.00±10.91),ADHD组和NC组VIQ和PIQ比较差异均无统计学意义(P均＞0.05).AS组VIQ和PIQ差值有显著性(≥15)的比例[54.60％(77/141例)]明显高于ADHD组[22.07％(34/154例)]和NC组[13.72％(14/102例)],差异有统计学意义(P＜0.01);ADHD组和NC组比较则无统计学差异(P＞0.05).ADHD组和NC组在Kaufman 3个因子得分间的差异均无统计学意义(P均＞0.05),AS组3个因子得分间差异则有统计学意义(P＜0.01).结论 相对于ADHD和健康儿童,AS儿童存在一些独特的智力特征:显著的VIQ和PIQ分离及智力结构不平衡,呈现显著的优劣势共存.另外ADHD和AS儿童在某些分测验得分方面存在一些共性.
目的 比較Asperger綜閤徵(AS)和註意缺陷多動障礙(ADHD)兒童的智商,為鑒彆診斷提供可能的依據.方法 根據美國《精神障礙診斷與統計手冊》第4版確診AS患兒141例和ADHD患兒154例(6～13歲),採用韋氏兒童智力量錶中文版對2組患兒及102例健康對照(NC)組同齡兒進行智力測試併比較結果.結果 AS組和ADHD組患兒智商處于低分值耑(邊緣和缺損)比例均顯著高于NC組.ADHD組智商處于高分值耑(高常和超常)比例明顯低于AS組和NC組.AS組內有更高比例兒童其言語智商(VIQ)落在高分值耑,相反有更高比例兒童其操作智商(PIQ)落在低分值耑.AS組、ADHD組和NC組其VIQ、PIQ和總智商(FIQ)分彆為(102.55 ±17.27,91.31 ±16.01,97.10 ±15.88)、(95.39±13.49,94.16±12.92,94.40±12.78)和(104.06±13.66,103.05±11.80,103.91 ±12.92);ADHD組VIQ、PIQ和FIQ均低于NC組(P均＜0.01);AS組PIQ和FIQ均低于NC組(P＜0.01),但AS組和NC組VIQ比較差異無統計學意義(P＞0.05).AS組和ADHD組在“領悟”、“編碼”、“填圖”和“圖片排列”等分測驗得分均低于NC組(P均＜0.01).AS組VIQ比PIQ高(11.23±17.29),差異有統計學意義(P＜0.01);ADHD組和NC組VIQ和PIQ差值分彆是(1.23±13.10)和(1.00±10.91),ADHD組和NC組VIQ和PIQ比較差異均無統計學意義(P均＞0.05).AS組VIQ和PIQ差值有顯著性(≥15)的比例[54.60％(77/141例)]明顯高于ADHD組[22.07％(34/154例)]和NC組[13.72％(14/102例)],差異有統計學意義(P＜0.01);ADHD組和NC組比較則無統計學差異(P＞0.05).ADHD組和NC組在Kaufman 3箇因子得分間的差異均無統計學意義(P均＞0.05),AS組3箇因子得分間差異則有統計學意義(P＜0.01).結論 相對于ADHD和健康兒童,AS兒童存在一些獨特的智力特徵:顯著的VIQ和PIQ分離及智力結構不平衡,呈現顯著的優劣勢共存.另外ADHD和AS兒童在某些分測驗得分方麵存在一些共性.
목적 비교Asperger종합정(AS)화주의결함다동장애(ADHD)인동적지상,위감별진단제공가능적의거.방법 근거미국《정신장애진단여통계수책》제4판학진AS환인141례화ADHD환인154례(6～13세),채용위씨인동지역량표중문판대2조환인급102례건강대조(NC)조동령인진행지력측시병비교결과.결과 AS조화ADHD조환인지상처우저분치단(변연화결손)비례균현저고우NC조.ADHD조지상처우고분치단(고상화초상)비례명현저우AS조화NC조.AS조내유경고비례인동기언어지상(VIQ)락재고분치단,상반유경고비례인동기조작지상(PIQ)락재저분치단.AS조、ADHD조화NC조기VIQ、PIQ화총지상(FIQ)분별위(102.55 ±17.27,91.31 ±16.01,97.10 ±15.88)、(95.39±13.49,94.16±12.92,94.40±12.78)화(104.06±13.66,103.05±11.80,103.91 ±12.92);ADHD조VIQ、PIQ화FIQ균저우NC조(P균＜0.01);AS조PIQ화FIQ균저우NC조(P＜0.01),단AS조화NC조VIQ비교차이무통계학의의(P＞0.05).AS조화ADHD조재“령오”、“편마”、“전도”화“도편배렬”등분측험득분균저우NC조(P균＜0.01).AS조VIQ비PIQ고(11.23±17.29),차이유통계학의의(P＜0.01);ADHD조화NC조VIQ화PIQ차치분별시(1.23±13.10)화(1.00±10.91),ADHD조화NC조VIQ화PIQ비교차이균무통계학의의(P균＞0.05).AS조VIQ화PIQ차치유현저성(≥15)적비례[54.60％(77/141례)]명현고우ADHD조[22.07％(34/154례)]화NC조[13.72％(14/102례)],차이유통계학의의(P＜0.01);ADHD조화NC조비교칙무통계학차이(P＞0.05).ADHD조화NC조재Kaufman 3개인자득분간적차이균무통계학의의(P균＞0.05),AS조3개인자득분간차이칙유통계학의의(P＜0.01).결론 상대우ADHD화건강인동,AS인동존재일사독특적지력특정:현저적VIQ화PIQ분리급지력결구불평형,정현현저적우열세공존.령외ADHD화AS인동재모사분측험득분방면존재일사공성.
Objective To compare the intelligence quotient (IQ) between children with Asperger syndrome (AS) and children with attention deficit hyperactivity disorder (ADHD) in order to provide reliable evidence for differential diagnosis.Methods The intelligence of 141 children with AS,154 children with ADHD and 102 normal control (NC) children aged 6-13 years old examined by the China-Wechsler Intelligence Scale for Children was analyzed,and the diagnoses of AS and ADHD was made according to the Fourth edition of the Diagnostic and Statistical Manual of Mental Disorder.Results The proportions of children at low level of IQ (borderline and mental retardation range) in children with AS and with ADHD group were both significantly higher than those of NC group.The proportions of children at top level of IQ (superior and very superior range) in ADHD group were significantly lower than those of AS and NC groups.In the AS group,higher proportions of verbal IQ (VIQ) at top level and performance IQ (PIQ) at low level were found.The average VIQ,PIQ and full IQ (FIQ) of the AS,ADHD and NC groups were (102.55 ± 17.27,91.31 ± 16.01,97.10 ± 15.88),(95.39 ±13.49,94.16 ± 12.92,94.40 ± 12.78) and (104.06 ± 13.66,103.05 ±11.80,103.91 ± 12.92),respectively.The VIQ,PIQ and FIQ in ADHD group were lower than those in NC group significantly(P ＜ 0.01);compared with NC group,the PIQ and FIQ in AS group were significantly lower (P ＜ 0.01),while the VIQ was not significantly different(P ＞0.05).The AS and ADHD group scored both lower than the NC groupin the subtests of " comprehension"," coding"," picture completion" and " picture arrangement" (P ＜ 0.01).The difference values between VIQ and PIQ in the AS,ADHD and TD group were(11.23 ± 17.29),(1.23 ± 13.10) and (1.00 ± 10.91),respectively,among which only the value in AS group was statistically significant (P ＜ 0.01) but not in ADHD and NC group(P ＞0.05).The proportion of children having a VIQ-PIQ difference value more than 15 in AS group was 54.60％ (77/141 cases),which was significantly higher than that in ADHD [22.07％ (34/154 cases)] and NC groups [13.72％ (14/102 cases)] (P ＜ 0.01),while the latter 2 value had no statistical difference (P ＞ 0.05).The differences among scores on the three Kaufman factors were significant in AS group (P ＜ 0.01) but not in ADHD and NC groups(P ＞ 0.05).Conclusions Compared with ADHD and normal control children,there are some unique intelligence profiles in children with AS,which show VIQ and PIQ separation,imbalance intelligence structure as well as strengths and weaknesses coexisting.Furthermore,children with ADHD and AS children share common features in some subtests scores.
