Halperin J M, Newcorn J H, Sharma V, Healey J M, Wolf L E, Pascualvaca D M, Schwartz S
Department of Psychology, Queens College of the City University of New York, Flushing 11367.
J Abnorm Child Psychol. 1990 Aug;18(4):437-49. doi: 10.1007/BF00917645.
Teacher-rated ADHD and normal control children were administered a continuous performance test (CPT), and were then further subdivided based upon the presence or absence of objectively assessed attentional deficits. In addition, children were assessed using several measures of cognitive and behavioral functioning. Attentional deficits were significantly more prevalent among the ADHD group, but about half of the ADHD children showed no evidence of objectively assessed attentional dysfunction. Further group analyses indicated that ADHD children with objectively assessed attentional dysfunction appeared cognitively impaired, while ADHD children without objective evidence of attentional dysfunction had more conduct problems. CPT inattention was not related to the presence of cognitive impairments or conduct problems in the control group. These data must be considered preliminary because teacher ratings were the only source of diagnosis and a single measure of inattention was used. However, they suggest that two subtypes of ADHD children can be identified, one characterized by inattention and learning problems, and the other by conduct problems.
对教师评定为患有注意力缺陷多动障碍（ADHD）的儿童和正常对照组儿童进行了持续性操作测试（CPT），然后根据是否存在客观评估的注意力缺陷进一步细分。此外，使用多种认知和行为功能测量方法对儿童进行评估。注意力缺陷在ADHD组中更为普遍，但约一半的ADHD儿童没有客观评估的注意力功能障碍的证据。进一步的分组分析表明，有客观评估的注意力功能障碍的ADHD儿童在认知方面似乎受损，而没有注意力功能障碍客观证据的ADHD儿童有更多的行为问题。对照组中CPT注意力不集中与认知障碍或行为问题的存在无关。这些数据必须被视为初步数据，因为教师评定是唯一的诊断来源，且仅使用了一种注意力不集中的测量方法。然而，它们表明可以识别出两种ADHD儿童亚型，一种以注意力不集中和学习问题为特征，另一种以行为问题为特征。
