INTELLECTUAL-PERFORMANCE AND SCHOOL FAILURE IN CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER AND IN THEIR SIBLINGS
INTELLECTUAL-PERFORMANCE AND SCHOOL FAILURE IN CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER AND IN THEIR SIBLINGS
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DOI：
10.1037/0021-843x.102.4.616
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发表时间：
1993-11-01
影响因子：
4.6
通讯作者：
TSUANG, MT
中科院分区：
文献类型：
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作者：
FARAONE, SV;BIEDERMAN, J;TSUANG, MT
我们对140名注意缺陷多动障碍（ADHD）儿童、120名正常对照儿童及其303名兄弟姐妹进行了精神和智力评估。索引儿童是白色，非西班牙裔男孩。ADHD儿童更有可能有学习障碍，留级，被安排在特殊班级，并接受学术辅导。他们在韦氏儿童智力量表修订版（WISC-R）上的表现也更差。在ADHD先证者中，共病行为、重性抑郁和焦虑障碍比学业失败或WISC-R分数更能预测学校安置。然而，所有ADHD儿童的神经心理障碍不能归因于共病障碍，因为那些没有共病的儿童比正常对照组有更多的学业失败和较低的WISC-R得分。ADHD儿童的兄弟姐妹中智力障碍也增加了。这提供了ADHD综合征是家族性的证据。
We made psychiatric and intellectual assessments of 140 children with attention-deficit hyperactivity disorder (ADHD), 120 normal controls, and their 303 siblings. The index children were white, non-Hispanic boys. ADHD children were more likely to have had learning disabilities, repeated grades, been placed in special classes, and received academic tutoring. They also did worse on the Wechsler Intelligence Scale for Children-Revised (WISC-R). Among ADHD probands, comorbid conduct, major depressive, and anxiety disorders predicted school placement more than school failure or WISC-R scores. However, the neuropsychological disability of all ADHD children could not be attributed to comorbid disorders because those without comorbidity had more school failure and lower WISC-R scores than normal controls. Intellectual impairment was also increased among siblings of ADHD children. This provides converging evidence that the ADHD syndrome is familial.