ADHD儿童反应抑制缺陷与注意缺陷、行为障碍的关系研究

发布时间：2018-11-15 12:07

【摘要】：目的：通过对注意缺陷多动障碍（ADHD）儿童反应抑制三种成分的缺陷特征进行研究，系统探讨ADHD儿童的反应抑制缺陷与注意缺陷、行为障碍的关系，为ADHD的临床诊断提供客观的评估方法和康复训练新角度。方法：以ADHD儿童（n=27）为研究对象。采用视觉持续性测验（CPT）、相似图形匹配测验评估ADHD儿童的注意缺陷、行为障碍；采用Simon任务、抑制冲突任务、停止-信号任务对ADHD儿童的干扰抑制缺陷、优势反应抑制缺陷和持续反应抑制缺陷特征进行研究，，探讨ADHD儿童的反应抑制三种成分与注意缺陷、行为障碍的关系。结果：1.Simon任务中，ADHD儿童的错误率效应量显著大于正常儿童（p=0.002）；Simon任务错误率效应量与视觉CPT漏报率相关不显著，与相似图形匹配测验错误数相关达到显著性水平（r=0.425,p0.05），但回归不显著（p=0.222）。两组被试在任务中存在划界值（9.17）。 2.抑制冲突任务中，ADHD儿童的错误率显著高于正常儿童（p0.001）；抑制冲突任务错误率与相似图形匹配测验错误数不相关，与视觉CPT漏报率相关达到显著性水平（r=0.522,p0.01）,且回归显著（p=0.003）。两组被试在任务中存在划界值（11.87）。 3.停止信号任务中，ADHD儿童的错误率显著高于正常儿童（p0.001）。停止-信号任务错误率与相似图形匹配测验错误数不相关，与视觉CPT漏报率相关达到显著性水平（r=0.438,p0.05），且回归显著（p=0.024）。两组被试在任务中存在划界值（11）。结论：1.ADHD儿童干扰抑制缺陷与行为障碍存在正相关，与注意缺陷不存在相关。 2.ADHD儿童优势反应抑制缺陷与注意缺陷存在正相关，与行为障碍不存在相关。 3.ADHD儿童持续反应抑制缺陷与注意缺陷存在正相关,与行为障碍不存在相关。 4.优势反应抑制缺陷、持续反应抑制缺陷能联合解释注意缺陷48.8%的变异量，干扰抑制缺陷与行为障碍关系密切，且在三个成分上均能找到区分ADHD儿童与正常儿童的划界值。
[Abstract]:Objective: to study the characteristics of three components of response inhibition in children with attention deficit hyperactivity disorder (ADHD), and to explore the relationship between response inhibition defect, attention deficit and behavioral disorder in children with ADHD. To provide an objective evaluation method and a new angle of rehabilitation training for the clinical diagnosis of ADHD. Methods: children with ADHD (ncai 27) were studied. Visual sustainability test (CPT),) was used to evaluate attention deficit and behavioral disorder in ADHD children. Simon task, conflict suppression task, stop signal task were used to study the characteristics of interference suppression defect, dominant response inhibition defect and persistent response inhibition defect in children with ADHD. The three components of response inhibition and attention deficit in ADHD children were discussed. The relationship between behavioral disorders. Results: in 1.Simon task, the error rate effect of ADHD children was significantly higher than that of normal children (p0. 002). There was no significant correlation between the error rate of Simon task and the missing rate of visual CPT, but there was no significant correlation with the number of errors in similar figure matching test (r = 0.425, p 0.05), but the regression was not significant (p = 0.222). The two groups of subjects had a boundary value in the task (9.17). 2. The error rate of children with ADHD was significantly higher than that of normal children (p0. 001). The error rate of suppressing conflict task was not correlated with the number of errors in similar graph matching test, but was significantly correlated with the missing rate of visual CPT (r = 0.522 / p0.01), and the regression was significant (p = 0.003). The two groups of subjects had a boundary value in the task (11.87). 3. The error rate of ADHD children was significantly higher than that of normal children (p 0. 001). The error rate of stop signal task was not correlated with the number of errors in similar graph matching test, but was significantly correlated with the missing rate of visual CPT (r = 0. 438, p 0. 05), and the regression was significant (p = 0. 024). The two groups had a boundary value (11) in the task. Conclusion: there is a positive correlation between disturbance inhibition and behavioral disorder in children with 1.ADHD, but no correlation between disturbance and attention deficit. There was a positive correlation between the inhibition of dominant response in children with 2.ADHD and attention deficit, but no correlation with behavioral disorder. There was a positive correlation between persistent response inhibition and attention deficit in children with 3.ADHD, but no correlation with behavioral impairment. 4. The dominant reaction suppressed the defect, and the continuous reaction inhibition defect could explain 48.8% of the variation of attention deficit. The interference inhibition defect was closely related to the behavior disorder, and the boundary value of the three components could be found to distinguish the ADHD child from the normal child.
【学位授予单位】：浙江理工大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.1

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