Zambrano-Sánchez Elizabeth, Martínez-Cortés José A, Rió-Carlos Yolanda Del, Martínez-Wbaldo Maria Del Consuelo, Poblano Adrián
Laboratory of Cognitive Neurophysiology, National Institute of Rehabilitation, Mexico City, Mexico.
Arq Neuropsiquiatr. 2010 Aug;68(4):545-9. doi: 10.1590/s0004-282x2010000400013.
To perform a complete Intelligence quotient (IQ) measurement (verbal, performance, and total) and subsequently, to compare executive function (EF) measurements in subgroups of children with attention deficit-hyperactivity disorder (ADHD) with a control group.
We studied a group of children from 7-12 years of age from public elementary schools. Children were selected by means of Diagnostic and Statistical Manual of Mental Disorders-IV-Revised (DSM-IV-R) parent and teacher questionnaires for ADHD. EFs were screened by Weschler Intelligence Scale for Children (WISC-R) performance intelligence quotient (IQ) determination of the following sub-tests: picture completion; block designs, and object assembly tests. Simultaneously, total (T-), performance (P-), and verbal (V-) IQs were measured for each patient.
We studied 26 control subjects, and 35 children with ADHD. Numbers of children in each ADHD sub-type group were as follows: 15 in the combined group (-C), 13 in the inattentive group (-I), and 7 in hyperactivity group (-H). We found significant lower EF scores in picture arrangement (F=3.76, df 3,57, p=0.01), block design (F=4.55, df 3,57, p<0.01), and object assembly (F=4.52, df 3,57, p<0.01). Post-hoc analysis showed that differences were located among ADHD-C, ADHD-I, and ADHD-H groups when compared with controls. We found significantly lower cognitive scores in the ADHD-I group as follows: P-IQ (F=3.57, df 3,57, p=0.02), and T-IQ (F=2.90, df 3,57, p=0.04).
Our results showed that screening of EF alteration in children with ADHD is easy and rapid by means of certain P-IQ determination sub-scales of the WISC test; moreover, complementary IQ determination can be measured simultaneously. Overall, children with ADHD exhibited an EF alteration. ADHD-I children demonstrated lower P-IQ, and T-IQ scores than control children.
进行完整的智商（IQ）测量（言语、操作和总分），随后比较注意力缺陷多动障碍（ADHD）患儿亚组与对照组的执行功能（EF）测量结果。
我们研究了来自公立小学的一组7至12岁儿童。通过《精神障碍诊断与统计手册》第四版修订版（DSM-IV-R）家长和教师关于ADHD的问卷对儿童进行筛选。通过韦氏儿童智力量表（WISC-R）的操作智商（IQ）测定以下子测试来筛选EF：图片补缺；积木设计和物体拼凑测试。同时，为每位患者测量总智商（T-IQ）、操作智商（P-IQ）和言语智商（V-IQ）。
我们研究了26名对照受试者和35名ADHD患儿。每个ADHD亚型组的儿童数量如下：混合型组（-C）15名，注意力不集中型组（-I）13名，多动型组（-H）7名。我们发现图片排列（F=3.76，自由度3,57，p=0.01）、积木设计（F=4.55，自由度3,57，p<0.01）和物体拼凑（F=4.52，自由度3,57，p<0.01）的EF得分显著较低。事后分析表明，与对照组相比，ADHD-C、ADHD-I和ADHD-H组之间存在差异。我们发现ADHD-I组的认知得分显著较低，如下：P-IQ（F=3.57，自由度3,57，p=0.02）和T-IQ（F=2.90，自由度3,57，p=0.04）。
我们的结果表明，通过WISC测试的某些P-IQ测定子量表对ADHD患儿的EF改变进行筛选既简单又快速；此外，可以同时测量补充智商。总体而言，ADHD患儿表现出EF改变。ADHD-I患儿的P-IQ和T-IQ得分低于对照儿童。
