目的 探讨合并数学困难(mathematical difficulties,MD)的注意缺陷多动障碍(attention deficit hyperactivity disorder,ADHD)儿童在韦氏儿童智力量表第四版(Wechsler Intelligence Scale for Children-The Fourth Vision,WISC-Ⅳ)中的智力结构特征。方法 选取根据美国《精神障碍诊断和统计手册第四版》(Diagnostic and Statistical Manual,DSM-Ⅳ)诊断标准确诊为ADHD且数学成绩低于同年级P₁₀、语文成绩不低于同年级P₅₀的儿童30名,并按性别、年龄匹配抽取确诊为ADHD且语文、数学成绩不低于同年级P₂₅的30名作为对照组。使用WISC-Ⅳ对两组儿童的智力结构特点进行比较。结果 研究组儿童总智商及四指数均低于对照组儿童(P<0.05),两组儿童在字母-数字排序、背数、译码、矩阵推理、积木、理解等分测验的差异有统计学意义(P<0.05)。结论 WISC-Ⅳ可以全面评估儿童的一般认知功能,MD-ADHD儿童有独特认知特点,应根据与数学能力相关的认知缺陷进行个体化的科学干预。

Objective To explore the intelligence structure characteristic of attention deficit hyperactivity disorder (ADHD) children with mathematical difficulties in WISC-Ⅳ.Method 30 children who were diagnosed ADHD according to Diagnostic and Statistical Manual (DSM-Ⅳ),both math scores lower than the same grade tenth percentile and language achievements are not lower than the same grade the fiftieth percentile.With gender and age matched,30 children who were diagnosed ADHD,both language and math achievements are not lower than the same grade the twenty-fifth percentile were selected by systematic sampling method.WISC-Ⅳ were used to test and analyze the intelligence distribution and structure of these children.Results The FSIQ and the 4 index scores of MD-ADHD children were lower than that of ADHD children with statistical difference (P<0.05),In the subtests,the LN,DS,CD,MR,BD and CO scores of MDADHD children were lower than those of ADHD children with statistical difference (P<0.05).Conclusion WISC-Ⅳ test the children's general cognitive ability,the children of MD-ADHD showed special cognitive structure characteristics,and we should take some individual guidance and trainings according to the cognitive abilities feature of math learning.