探讨学龄前注意缺陷多动障碍(attention deficit hyperactivity disorder，ADHD)儿童的智力特征。

从2007年6月至2010年5月在本院儿童发育行为中心确诊为注意缺陷多动障碍的4～6岁患儿中，随机选择43例纳入ADHD组，排除广泛性发育障碍、精神发育迟滞、神经系统疾病和重性精神病。同期在广州市某幼儿园随机选择32例正常儿童纳入对照组(排除注意缺陷多动障碍、学习障碍、品行障碍、精神发育迟滞，躯体、精神和神经系统疾病)(本研究遵循的程序符合本院人体试验委员会所制定的伦理学标准，得到该委员会批准，分组征得受试对象监护人的知情同意)。对两组儿童应用《中国-韦氏幼儿智力量表》(Chinese-Wechsler Young Children Scale of Intelligence，C-WYCSI)，进行智力评估。

ADHD组儿童的总智商(full intelligence quotient, FIQ)、言语智商(verbal intelligence quotient, VIQ)、操作智商(performance intelligence quotient, PIQ)在正常范围内，但均较对照组明显偏低，两组比较，差异有显著意义(P<0.05)。ADHD组在知识、图片词汇、算术、图片概括、领悟、动物下蛋、迷津、木块图案8项分测验的得分，亦较对照组明显低，两组比较，差异有显著意义(P<0.05)。ADHD组|VIQ－PIQ|≥15分者为22例，对照组为3例，ADHD组言语智商与操作智商分离比例，较对照组明显高，差异有显著意义(P<0.01)。因子分析中，ADHD组的言语理解因子、知觉组织因子、视觉刺激理解因子、同时加工、继时加工及行动计划得分，均较对照组明显低，差异有显著意义(P<0.05)。

学龄前注意缺陷多动障碍儿童的智力水平低于正常儿童，智力发展不平衡现象突出。

To explore the characteristics of intelligence characteristics in preschool children with attention deficit hyperactivity disorder (ADHD).

From June 2007 to May 2010, 43 preschool children at the age of 4 to 6 with attention deficit hyperactivity disorder and 32 healthy preschool children at the same age were recruited in this study. Their intelligence was evaluated with Chinese-Wechsler Young Children Scale of Intelligence (C-WYCSI). Informed consent was obtained from all participates.

The verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ) and full intelligence quotient (FIQ) of preschool children with attention deficit hyperactivity disorder were at the normal range, but were significantly lower than those of control group (P<0.05). Children with attention deficit hyperactivity disorder had significantly lower scores of information, arithmetic, vocabulary, picture concepts, comprehension, AE, Ma and block design than those of control group (P<0.05). Twenty-two children with attention deficit hyperactivity disorder and 3 children in control group had discrete scores between verbal intelligence quotient and performance intelligence quotient (≥15 scores). The difference of children who had discrete scores between verbal intelligence quotient and performance intelligence quotient was significant (P<0.05). In factor analysis, the scores of verbal comprehension, perceptual organization an, visual stimuli comprehension, simultaneous processing, following processing and action plan of ADHD group were significantly lower than that of the controls (P<0.05).

Preschool children with attention deficit hyperactivity disorder have lower intelligence quotient (IQ) scores than that of normal children and their balance between verbal intelligence quotient and performance intelligence quotient was poor.