Ahmadi Nastaran, Mohammadi Mohammad Reza, Araghi Seyed Mohsen, Zarafshan Hadi
Tehran University of Medical Sciences, Psychiatry & Psychology Research Center, Tehran, Iran.
Isfahan University, Faculty of Educational Sciences & Psychology, Isfahan, Iran.
Iran J Psychiatry. 2014 Oct;9(4):197-202.
The aim of this study was to examine the differences between ADHD subtypes in executive function tasks compared to themselves and normal controls.
In this study, 45 school aged children with Attention Deficit Hyperactivity Disorder (ADHD) and 30 normal children who were matched based on age and IQ score in Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared in terms of executive function. We used Wisconsin Sorting Card Test to assess executive function in both groups. We also used children's scores in Children Symptom Inventory-4 (CSI-4) for diagnosing ADHD and specifying ADHD subtypes. Data were entered in SPSS-17 and analyzed by T-test and ANOVA static tests to clarify the differences between ADHD and controls and between ADHD subtypes. Scheffe's test was also used to identify which groups were different from one another. The mean and standard divisions (SD) were used for descriptive analysis.
ADHD subtypes are significantly different in terms of perseverative responses (p≤ 0/01) and perseverative errors (p≤ 0/001). Based on Scheffe's test, Attention Deficit Hyperactivity Disorders-Hyperactive type (ADHD-H) is not that different from Attention Deficit Hyperactivity Disorders-Inattention type (ADHD-I) and Attention Deficit Hyperactivity Disorders-Combined type (ADHD-C), but there are significant responses and perseverative differences between ADHD-I and ADHD-C in terms of perseverative errors. ADHD-C shows more perseverative responses and perseverative errors than ADHD-I.
The findings of this study revealed that executive function patterns are different in children with ADHD compared to normal children. In this study it was also found that ADHD subtypes are also different in terms of perseveration and response inhibition domains; ADHD-C has more deficits in these domains.
本研究旨在探讨注意缺陷多动障碍（ADHD）各亚型在执行功能任务中与自身及正常对照组相比的差异。
本研究比较了45名学龄期注意缺陷多动障碍儿童和30名在韦氏儿童智力量表修订版（WISC-R）中年龄和智商得分相匹配的正常儿童的执行功能。我们使用威斯康星卡片分类测验评估两组的执行功能。我们还使用儿童症状量表-4（CSI-4）中的儿童得分来诊断ADHD并确定ADHD亚型。数据录入SPSS-17，通过T检验和方差分析进行统计检验，以阐明ADHD与对照组之间以及ADHD各亚型之间的差异。还使用谢夫检验来确定哪些组之间存在差异。均值和标准差用于描述性分析。
ADHD各亚型在持续性反应（p≤0.01）和持续性错误（p≤0.001）方面存在显著差异。根据谢夫检验，注意缺陷多动障碍多动型（ADHD-H）与注意缺陷多动障碍注意力不集中型（ADHD-I）和注意缺陷多动障碍混合型（ADHD-C）差异不大，但在持续性错误方面，ADHD-I和ADHD-C在持续性反应和持续性错误方面存在显著差异。ADHD-C比ADHD-I表现出更多的持续性反应和持续性错误。
本研究结果表明，与正常儿童相比，ADHD儿童的执行功能模式不同。本研究还发现，ADHD各亚型在持续性和反应抑制领域也存在差异；ADHD-C在这些领域有更多缺陷。
