目的 分析学龄期注意缺陷多动障碍（attention deficit hyperactivity disorder，ADHD）儿童智力的自然发育特征。方法 306例未经治疗的注意缺陷多动障碍儿童，按照年龄不同分为3组（6～7岁组；8～9岁组；10～11岁组）；患儿年龄在6～11岁之间，平均（8.36±1.45）岁，其中男256例、女50例，采用中国韦氏儿童智力量表（Chinese Wechsler Intelligence Scale for children，CWISC）测试其智力并对测试结果进行分析。结果 三组儿童在知识、词汇、领悟、积木、拼图、译码的有统计学意义（P<0.05），除译码外，均表现为高年龄组优于低年龄组；8～9岁组和10～11岁组在言语理解因子上的量表分明显优于6～7岁组；10～11岁组在知觉组织因子上的量表分明显优于6～7岁组，差异均具有统计学意义（P<0.05）；3组儿童在其他分测验、言语量表、操作量表、全量表及记忆/注意因子上差异无统计学意义（P>0.05）。结论 未经治疗的学龄期ADHD儿童智力发育存在异常；随着年龄增长，除记忆/注意因子外，其他发育异常因子有逐渐缓解的趋势。

Objective To explore the natural characteristics of intelligence of the schoolage children with attention deficit hyperactivity disorder (ADHD).Methods 306 cases of untreated children with ADHD were divided into three groups (6~7 years old group;8~9 years old group;10~11 years old group) according to different ages.Children were in the ages from 6 to 11 years old,averaged (8.36±1.45) years old,256 males,50 females.Chinese Wechsler Intelligence Scale for children (CWISC) was used to test their intelligence and ANOVA analysis was used to analyse the intelligence results.Results Each result of the knowledge,vocabulary,comprehension,building blocks,puzzles,decoding between the three groups of children was statistically significant (P<0.05)，and in addition to decoding,each results of the high age group was all better than that of the low age group.The speech comprehension factor scales of the 8~9 years old group and the 10~11 years old group were all significantly better than that of the 6~7 years old group ;the perceptual organization factor scales that of the 10~11 years old age group was significantly better than that of the 6~7 age old group; the above differences were all statistically significant (P<0.05).The results of the other subtests,verbal scale,operating scale,the scale and the memory/attention factor between the three groups of children had no significant differences (P>0.05).Conclusions The intelligence development of untreated schoolage children with ADHD are abnormal,with the increase of age,in addition to the memory/attention factors other development abnormalities factors have gradually easing trend.