Abstract: 【Objective】 To contrast the family parenting style and school education style of attention deficit hyperactivity disorder (ADHD) children and Non-ADHD children. 【Methods】 Using the Vanderbilt ADHD Rating Scales and self-designed questionnaire diagnosed 224 ADHD children(male 205,female 19) in out-patient clinic.Random extract an proportion students of 1~6 grades in an elementary school of Guangzhou,completed the Vanderbilt ADHD Rating Scales and self-designed questionnaire,326 Non-ADHD children were selected (male 217,female 109).Through the questionnaire to acquire their family parenting styles and school education styles.The family parenting styles and school education styles were divided into positive or negative. 【Results】 The ratio of Non-ADHD children who received positive family parenting style was 93.3%,but the ratio of ADHD children who received positive family parenting style was 47.3%,the Non-ADHD children had a higher ratio of positive family parenting style than ADHD children(χ²=122.399,P<0.05);The ratio of Non-ADHD children who received positive school education style was 87.4%,but the ratio of ADHD children who received positive family parenting style was 33.9%,the Non-ADHD children have a higher ratio of positive family parenting style than ADHD children(χ²=168.454,P<0.05).They were all having significant statistical significance. 【Conclusion】 The ratio of received positive family parenting style and positive school education style in ADHD children is significantly lower than in Non-ADHD children.

Key words: attention deficit hyperactivity disorder, family parenting style, school education style, comparison, children

摘要： 【目的】 对比注意缺陷多动障碍(attention deficit hyperactivity disorder,ADHD)儿童与普通儿童的家庭教养方式及学校教育方式。 【方法】 应用Vanderbilt ADHD家长及教师评定量表及自制的一般情况调查表确诊门诊ADHD儿童224例,其中男205例,女19例。同时随机抽取广州市一所普通小学部分1~6年级学生,完整填写上述量表及调查表,入选的非ADHD普通儿童共计326例,其中男217例,女109例,分别获取其家庭教养方式及学校教育方式信息。家庭教养方式及学校教育方式均分为正性和负性两种,然后分别对ADHD和非ADHD儿童的家庭教养方式及学校教育方式进行比较。 【结果】 非ADHD组接受正性家庭教养方式的比例为93.3%,ADHD儿童接受正性家庭教养方式的比例为47.3%,非ADHD儿童接受正性家庭教养的比率高于ADHD儿童(χ²=122.399,P<0.05);非ADHD组接受正性学校教育方式的比例为87.4%,ADHD儿童接受正性学校教育方式的比例为33.9%,非ADHD组接受正性的学校教育方式的比率高于ADHD组儿童,差异具有统计学意义(χ²=168.454,P＜0.05),二者均具有明显的统计学意义。 【结论】 ADHD儿童接受正性家庭教养方式及正性学校教育方式的比率明显低于非ADHD的普通儿童。

关键词: 注意缺陷多动障碍, 家庭教养方式, 学校教育方式, 对比, 儿童