Intellectual status and factors influencing the intelligence in children with attention deficit and hyperactive disorder / 中国当代儿科杂志

OBJECTIVES@#To study the intellectual level and the factors influencing the intelligence in children aged 6-16 years with attention deficit hyperactivity disorder (ADHD).@*METHODS@#A retrospective study was conducted on 2 861 children who were diagnosed with ADHD according to the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition between October 2014 and September 2022 at Henan Children's Hospital. The Wechsler Intelligence Scale for Children-Fourth Edition was used to assess the intellectual levels of the ADHD children. Based on intelligence quotient (IQ) scores, the intellectual levels were classified into five categories: borderline (70-79), low average (80-89), average (90-109), high average (110-119), and superior (≥120). The intellectual levels among the children of different genders, grades, and parental education levels were compared.@*RESULTS@#Among the 2 861 ADHD children, 569 (19.89%) were classified as borderline, 846 (29.57%) as low average, 1 304 (45.58%) as average, 111 (3.88%) as high average, and 31 (1.08%) as superior. The boys had lower scores in working memory, processing speed, and overall IQ than the girls (P<0.05). There were significant differences in perceptual reasoning, working memory, processing speed, and overall IQ scores among different grade groups (P<0.05). The scores in language comprehension, perceptual reasoning, working memory, processing speed, and overall IQ were found to be associated with parental education level in ADHD children (P<0.05).@*CONCLUSIONS@#The proportion of ADHD children with low average and borderline intellectual levels is relatively high. The IQ level of ADHD children is influenced by gender, grade level and parental education level.

Análisis del desempeño ocupacional de un niño con trastorno por déficit de atención e hiperactividad / Analysis of the occupational performance of a child with attention deficit and hyperactive disorder

Este estudio tuvo como objetivo analizar el desempeño ocupacional de un niño con Trastorno por Déficit de Atención e Hiperactividad (TDAH) durante el ejercicio de sus tareas diarias. La metodología escogida fue el estudio de caso de un niño con diagnóstico clínico de TDAH de una ciudad al interior del estado de Sao Paulo, Brasil. La recolección y análisis de datos fue realizada mediante la observación y la aplicación de evaluaciones estandarizadas como Pediatric Evaluation of Disability Inventory (PEDI) traducida y avalada para la población brasilera, School Funtion Assessment (SFA), Questionário sobre o comportamento lúdico infantil (PFEIFER, 2006) y Roteiro de análise de habilidades sociais (ANHÃO, 2008). Estas evaluaciones fueron aplicadas con el fin de abarcar todas las áreas ocupacionales de los niños: juego, participación social, actividades de la vida diaria (AVD) y escolar. Los resultados mostraron que las alteraciones presentadas en el desempeño ocupacional están relacionadas con la calidad en la ejecución de tareas diarias y no con la independencia en la realización de las mismas. Por esta razón no existe ninguna restricción en la participación del niño en los contextos donde se desenvuelve.

The objective of this study was to analyze the occupational performance of the daily activities of children with the ADHD (Attention deficit and hyperactive disorder). The selected methodology was the case study of a boy with a clinical diagnose of ADHD in a city in the interior state of Sao Paulo, Brazil. The recollection and analysis of data were made by observation and the application of standard evaluations like Pediatric Evaluation of Disability Inventory (PEDI), translated and applied in Brazilian population, School function Assessment (SFA), Questionário sobre o comportamento lúdico infantil (PFEIFER, 2006) and Roteiro de análise de habilidades sociais (ANHÃO, 2008). This evaluation were applied with the objective of include all the occupational areas of children, play, social participation, daily activities and study. The results showed that the alteration presented in the occupational performance is related with the quality in the execution of daily tasks and not with the independence in the accomplishment of them. For this reason, there weren’t found any restriction in the participation of the child in his occupational contexts.

The clinical application of visual evoked potential and auditory evoked potential in patients with attention de-ficit and hyperactive disorder, mental retardation and conduct disorder / 中华物理医学与康复杂志

Objective To investigate the clinical application of various parameters of visual evoked potential (VEP) and auditory evoked potential (AEP) in patients with attention deficit and hyperactive disorder (ADHD), mental retardation (MR) and conduct disorder (CD). Methods Thirty-seven ADHD patients, 24 MR patients, 22 CD patients and 36 normal subjects were included in this study. The VEP and AEP were recorded from every subject and analyzed. Results A significant difference was found among 4 subject groups, with both latencies (Oz/N_1, P_2) and amplitudes of VEP (Cz/P_2, P_3 and Oz/P_3 ) (P

The clinical study of brainstem auditory responses in patients with attention deficit and hyperactive disorder, mental retardation and conduct disorder / 中华物理医学与康复杂志

Objective To investigate the features of brainstem auditoryresponses (BAR) in patients with attention deficit and hyperactive disorder (ADHD), mental retardation and conduct disorder. Methods BAR in children with ADHD ( n =37), mental retardation (MR, n =24) and conduct disorder (CD, n =22), and in normal children ( n =30) were measured by use of Nicolet Spirit electrophysiological instrument delivering stimulation of Clicks. Results The absolute latencies (AL) of wave Ⅲ、Ⅴ recorded from Fz region (WⅢ、Ⅴ/Fz) and wave Ⅲ from Pz region (WⅢ/Pz) as well as the absolute amplitudes (AA) of WⅢ/Fz and WⅤ/Pz were significantly different ( P