August G J, Garfinkel B D
J Am Acad Child Adolesc Psychiatry. 1989 Sep;28(5):739-48. doi: 10.1097/00004583-198909000-00016.
Attention-deficit hyperactivity symptoms are observed by teachers in 9.2% of a nonreferred elementary school population. Two subtypes of attention-deficit hyperactivity disorder (ADHD), a cognitive form and a behavioral form, are identified. The behavioral subtype includes about 80% of those identified and is characterized by distinct clinical phenomenology of inattention, impulsivity, and hyperactivity. These children can be described on a continuum of severity, with the most severe showing behavioral features indistinguishable from conduct disorder. Children with behavioral subtypes of ADHD do not exhibit the specific skill deficits on neuropsychological tests that are characteristic of reading disabled children. There is a second, less prevalent type of cognitive attention-deficit hyperactivity disorder constituting approximately 20% of ADHD children that includes severe academic underachievement along with inattention, impulsivity, and overactivity. Children with the cognitive subtype exhibit information processing deficits that involve inadequate encoding and retrieval of linguistic information, characteristic of reading disabilities.
在未被转诊的小学人群中，教师观察到注意力缺陷多动症状的比例为9.2%。注意力缺陷多动障碍（ADHD）可分为两种亚型，即认知型和行为型。行为亚型约占确诊患者的80%，其特征为注意力不集中、冲动和多动等明显的临床现象。这些儿童的严重程度呈连续变化，最严重的表现出与品行障碍难以区分的行为特征。患有ADHD行为亚型的儿童在神经心理学测试中未表现出阅读障碍儿童特有的特定技能缺陷。还有第二种不太常见的认知型注意力缺陷多动障碍，约占ADHD儿童的20%，其特征包括严重的学业成绩低下以及注意力不集中、冲动和多动。患有认知亚型的儿童表现出信息处理缺陷，包括语言信息编码和检索不足，这是阅读障碍的特征。
