Abstract：Objective To study the intelligence structure and clinical features of children with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Methods A retrospective analysis was performed on 88 school-age children with ADHD. According to the presence or absence of SLD, they were divided into two groups:simple ADHD group with 45 children and ADHD+SLD group with 43 children. Intelligence structure and clinical features were compared between the two groups. Results Compared with the simple ADHD group, the ADHD+SLD group had significantly lower verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ), and full intelligence quotient (FIQ) (P < 0.05), significantly lower scores of VIQ factors (including information, similarities, arithmetic, and recitation) (P < 0.05), and significantly lower scores of PIQ factors (including picture completion, picture arrangement, block design, and object assembly) (P < 0.05). The development of SLD was negatively correlated with FIQ, VIQ, and PIQ. It was also negatively correlated with the scores of intelligence structure factors (including information, similarities, arithmetic, recitation, picture completion, picture arrangement, block design, and object assembly) (P < 0.05). Conclusions Children with ADHD and SLD have poorer FIQ, VIQ, and PIQ than those with ADHD alone, which mainly manifests as the weak abilities of most intelligence structure factors. It is necessary to pay attention to the management and intervention of SLD in school-age children with ADHD.
YUE Xiao-Jing,WANG Cheng-Xin,LI Hong-Hua et al. Intelligence structure and clinical features of school-age children with attention deficit hyperactivity disorder and specific learning disorder[J]. CJCP, 2020, 22(11): 1178-1182.
Fortes IS, Paula CS, Oliveira MC, et al. A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil[J]. Eur Child Adolesc Psychiatry, 2016, 25(2):195-207.
DuPaul GJ, Gormley MJ, Laracy SD. Comorbidity of LD and ADHD:implications of DSM-5 for assessment and treatment[J]. J Learn Disabil, 2013, 46(1):43-51.
[5]
Nuñez A, San Miguel L, Keene J, et al. Deconstructing cognitive heterogeneity in Puerto Rican Spanish-speaking children with ADHD[J]. J Int Neuropsychol Soc, 2020, 26(7):714-724.
Chordia SL, Thandapani K, Arunagirinathan A. Children ‘at risk’ of developing specific learning disability in primary schools[J]. Indian J Pediatr, 2020, 87(2):94-98.
[8]
Faedda N, Romani M, Rossetti S, et al. Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD)[J]. Scand J Psychol, 2019, 60(5):440-446.
Mukherjee S, Shah HR, Ramanathan S, et al. Knowledge and attitudes about attention-deficit/hyperactivity disorder and specific learning disorder in an urban Indian population[J]. J Nerv Ment Dis, 2016, 204(6):458-463.
Larson K, Russ SA, Kahn RS, et al. Patterns of comorbidity, functioning, and service use for US children with ADHD, 2007[J]. Pediatrics, 2011, 127(3):462-470.
[15]
范琼丽. 儿童注意缺陷多动障碍的临床检出率及其共患病研究[D]. 重庆:重庆医科大学, 2017.
[16]
杨斌让. 特定学习障碍[J]. 中华实用儿科临床杂志, 2015, 30(11):810-817.
[17]
Baker JM, Klabunde M, Jo B, et al. On the relationship between mathematics and visuospatial processing in Turner syndrome[J]. J Psychiatr Res, 2020, 121:135-142.
[18]
Jagger-Rickels AC, Kibby MY, Constance JM. Global gray matter morphometry differences between children with reading disability, ADHD, and comorbid reading disability/ADHD[J]. Brain Lang, 2018, 185:54-66.
