Gholamali Nezhad Fatemeh, Mirmohammad Mahdieh Sadat, Rostami Reza, Ahmadi Hanie
Atieh Clinical Neuroscience Center, Tehran, Iran.
Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
Basic Clin Neurosci. 2025 Jan-Feb;16(1):45-54. doi: 10.32598/bcn.2021.3359.1. Epub 2025 Jan 1.
Theta-to-beta ratio (TBR) has been claimed as a biomarker to diagnose attention-deficit/hyperactivity disorder (ADHD). However, the effectiveness of this index in identifying different groups of ADHD is still under discussion. Our primary purpose was to determine to what extent active TBR can differentiate between children with ADHD and specific learning disorder (SLD) as the most common comorbid disorder.
Two groups of school-aged children with SLD (n=15) and ADHD (n=15) were diagnosed through a process of clinical interview and observation. Electroencephalography (EEG) was recorded in both groups during active conditions. The implemented cognitive task was the visual continuous performance task (VCPT). TBR in sites of CZ and Fz and cognitive measures of VCPT were calculated in the study groups.
There were no significant differences in cognitive measures (commission, omission, reaction time, and variability of reaction times) shown in two matched groups of children with SLD and ADHD. According to TBR, the two groups demonstrated no significant differences in comparison.
TBR cannot be considered a reliable biomarker to differentiate between those groups of psychological disorders that contain primary cognitive deficits and require the allocation of attention and working memory loads.
θ波与β波比率（TBR）被认为是诊断注意力缺陷多动障碍（ADHD）的一种生物标志物。然而，该指标在识别不同类型ADHD方面的有效性仍在讨论中。我们的主要目的是确定动态TBR在区分ADHD儿童与作为最常见共病的特定学习障碍（SLD）儿童方面的程度。
通过临床访谈和观察过程诊断出两组学龄儿童，一组为SLD（n = 15），另一组为ADHD（n = 15）。在动态条件下记录两组儿童的脑电图（EEG）。实施的认知任务是视觉持续注意力测试（VCPT）。计算研究组中CZ和Fz部位的TBR以及VCPT的认知指标。
在两组匹配的SLD和ADHD儿童中，认知指标（错误率、遗漏率、反应时间和反应时间变异性）没有显著差异。根据TBR，两组之间没有显著差异。
TBR不能被视为区分那些存在原发性认知缺陷且需要分配注意力和工作记忆负荷的心理障碍群体的可靠生物标志物。
