Fee V E, Matson J L, Benavidez D A
Mississippi State University.
Res Dev Disabil. 1994 Jan-Feb;15(1):67-79. doi: 10.1016/0891-4222(94)90039-6.
Teachers completed the Connors' Teacher Rating Scale (CTRS-39) on 100 boys assigned to one of four groups based on an IQ screen and scores on a DSM-III-R checklist of the symptoms for Attention Deficit-Hyperactivity Disorder (AD-HD). The groups included children rated high on AD-HD, mentally retarded children, mentally retarded children rated high on AD-HD, and a normal control group. Using the CTRS-39, there were no significant differences between the normal IQ AD-HD group and the mentally retarded AD-HD group on all but one of the factors. Mentally retarded children in general were found to be more anxious than their normal peers, whereas normal IQ AD-HD children were rated higher than the other groups on the Asocial factor. Implications of these data and future directions are discussed.
教师们根据智商筛查和《精神疾病诊断与统计手册》第三版修订本（DSM-III-R）注意力缺陷多动障碍（AD-HD）症状清单的得分，对100名男孩进行了康纳斯教师评定量表（CTRS-39）评估。这些男孩被分为四组，包括AD-HD评分高的儿童、智力迟钝儿童、AD-HD评分高的智力迟钝儿童以及正常对照组。使用CTRS-39进行评估发现，除了一个因素外，正常智商的AD-HD组和智力迟钝的AD-HD组在所有因素上均无显著差异。总体而言，发现智力迟钝儿童比其正常同龄人更焦虑，而正常智商的AD-HD儿童在不合群因素上的评分高于其他组。本文讨论了这些数据的意义及未来研究方向。
