Halperin J M, Gittelman R, Klein D F, Rudel R G
J Abnorm Child Psychol. 1984 Mar;12(1):1-14. doi: 10.1007/BF00913458.
Mixed hyperactive/reading-disabled children, selected from a large sample of hyperactive children, were compared to pure hyperactive children on demographic, behavioral, and neuropsychological measures. Children in the Mixed group were reading-disabled relative to age and IQ; those in the Pure group had achievement scores that were average relative to age and IQ. The Mixed group was significantly older than the Pure group; there were no differences in gender, race, or socioeconomic status. Behaviorally, the groups did not differ significantly on teacher ratings or on psychiatric ratings of aggression. The Mixed group had a significantly higher Performance IQ, whereas the Pure group had a significantly higher Verbal IQ and performed better on measures of cognitive impulsivity. Several other measures failed to distinguish the groups. The data give minimal support to the notion that pure hyperactive and mixed hyperactive/reading-disabled children constitute distinct subgroups of Attention Deficit Disorder with Hyperactivity.
从大量多动症儿童样本中挑选出的混合型多动/阅读障碍儿童，在人口统计学、行为学和神经心理学指标方面与单纯多动症儿童进行了比较。混合型组的儿童在年龄和智商方面存在阅读障碍；单纯型组儿童的成绩得分相对于年龄和智商处于平均水平。混合型组比单纯型组的年龄显著更大；在性别、种族或社会经济地位方面没有差异。在行为上，两组在教师评分或攻击性的精神病学评分上没有显著差异。混合型组的操作智商显著更高，而单纯型组的语言智商显著更高，并且在认知冲动性测量方面表现更好。其他几项测量未能区分这两组。这些数据对单纯多动症儿童和混合型多动/阅读障碍儿童构成注意缺陷多动障碍不同亚组这一观点的支持微乎其微。
