Intelligence structure and clinical features of school-age children with attention deficit hyperactivity disorder and specific learning disorder.
- Author:
Xiao-Jing YUE
1
;
Cheng-Xin WANG
;
Hong-Hua LI
;
Fei-Yong JIA
Author Information
1. Department of Developmental-Behavioral Pediatrics, First Hospital of Jilin University, Changchun 130021, China. erkekangfujia@163.com.
- Publication Type:Journal Article
- MeSH:
Attention Deficit Disorder with Hyperactivity;
Child;
Humans;
Intelligence;
Retrospective Studies;
Schools;
Specific Learning Disorder
- From:
Chinese Journal of Contemporary Pediatrics
2020;22(11):1178-1182
- CountryChina
- Language:Chinese
-
Abstract:
OBJECTIVE:To study the intelligence structure and clinical features of children with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD).
METHODS:A retrospective analysis was performed on 88 school-age children with ADHD. According to the presence or absence of SLD, they were divided into two groups: simple ADHD group with 45 children and ADHD+SLD group with 43 children. Intelligence structure and clinical features were compared between the two groups.
RESULTS:Compared with the simple ADHD group, the ADHD+SLD group had significantly lower verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ), and full intelligence quotient (FIQ) (P<0.05), significantly lower scores of VIQ factors (including information, similarities, arithmetic, and recitation) (P<0.05), and significantly lower scores of PIQ factors (including picture completion, picture arrangement, block design, and object assembly) (P<0.05). The development of SLD was negatively correlated with FIQ, VIQ, and PIQ. It was also negatively correlated with the scores of intelligence structure factors (including information, similarities, arithmetic, recitation, picture completion, picture arrangement, block design, and object assembly) (P<0.05).
CONCLUSIONS:Children with ADHD and SLD have poorer FIQ, VIQ, and PIQ than those with ADHD alone, which mainly manifests as the weak abilities of most intelligence structure factors. It is necessary to pay attention to the management and intervention of SLD in school-age children with ADHD.
