Mayes Susan Dickerson, Calhoun Susan L
Department of Psychiatry, Milton S. Hershey Medical Center, Penn State College of Medicine, Hershey, PA 17033, USA.
Child Neuropsychol. 2007 Nov;13(6):469-93. doi: 10.1080/09297040601112773.
Learning, attention, graphomotor, and processing speed scores were analyzed in 149 typical control children and 886 clinical children with normal intelligence. Nonsignificant differences were found between control children and children with anxiety, depression, and oppositional-defiant disorder. Control children performed better than children with ADHD and autism in all areas. Children with ADHD and autism did not differ, except that children with ADHD had greater learning problems. Attention, graphomotor, and speed weaknesses were likely to coexist, the majority of children with autism and ADHD had weaknesses in all three areas, and these scores contributed significantly to the prediction of academic achievement.
对149名典型对照儿童和886名智力正常的临床儿童的学习、注意力、书写运动和处理速度得分进行了分析。对照儿童与患有焦虑症、抑郁症和对立违抗障碍的儿童之间未发现显著差异。对照儿童在所有方面的表现均优于患有注意力缺陷多动障碍（ADHD）和自闭症的儿童。患有ADHD和自闭症的儿童之间没有差异，只是患有ADHD的儿童有更严重的学习问题。注意力、书写运动和速度方面的弱点可能同时存在，大多数自闭症和ADHD儿童在这三个方面都有弱点，并且这些得分对学业成绩的预测有显著贡献。
