O'Brien J D, Halperin J M, Newcorn J H, Sharma V, Wolf L, Morganstein A
Department of Psychiatry, Elmhurst Hospital Center, New York.
J Dev Behav Pediatr. 1992 Aug;13(4):274-7.
Using a retrospective chart review procedure, children diagnosed as having attention deficit disorder with hyperactivity (ADDH), conduct disorder (CD), and ADDH+CD, as defined by DSM-III, were compared on measures of cognitive and academic functioning as well as on a continuous performance test (CPT). The groups did not differ in age or IQ, but children in the ADDH and ADDH+CD groups missed significantly more target stimuli on the CPT and performed significantly poorer on measures of academic achievement than did the pure CD group. However, poor CPT performance was not accounted for by learning problems. These findings in clinically referred patient groups are consistent with dimensional and epidemiological studies that suggest that ADDH may be a cognitively based disorder, whereas CD children are characterized by behavioral symptoms with fewer cognitive and learning deficits.
采用回顾性病历审查程序，对按照《精神疾病诊断与统计手册》第三版（DSM - III）定义诊断为患有注意力缺陷多动障碍（ADDH）、品行障碍（CD）以及ADDH + CD的儿童，在认知和学业功能测量以及持续性操作测验（CPT）方面进行了比较。这些组在年龄或智商上没有差异，但ADDH组和ADDH + CD组的儿童在CPT上错过的目标刺激显著更多，并且在学业成绩测量方面的表现明显比单纯的CD组差。然而，CPT表现不佳并非由学习问题导致。这些在临床转诊患者组中的发现与维度和流行病学研究一致，这些研究表明ADDH可能是一种基于认知的障碍，而CD儿童的特征是行为症状，认知和学习缺陷较少。
