注意缺陷多动障碍儿童的 数学计算能力及与父母压力的关系. (Chinese)

Objective: To explore relationship between mathematical ability and parental stress in children with attention-deficit/hyperactivity disorder (ADHD). Methods: Totally 166 children meeting the diagnostic criteria of Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition ( DSM-5) and 36 normal children were selected. They were assessed the mathematical ability by using multidimensional psychological assessment system. Impact on learning in children with ADHD was assessed with three items of the Weiss Functional Impairment Scale-Parent Form(WFIRS-P), namely making it difficult to keep up with schoolwork , needing extra help at school and needing tutoring. The parents'subjective stress and objective stress was assessed with the Parent Stress Questionnaire (PSQ). Results: Mathematical ability scores including simple numeric calculation and complex subtraction were lower in children with ADHD than in the controls (P<0.001). The PSQ scores were higher in the parents of children with ADHD than in the controls. In ADHD group, the scores of WFIRS-P three items were negatively correlated with the scores of simple numeric calculation and complex subtraction) r = -0.23 - -0.32, P<0.05), and positively correlated with PSQ scores in parents of children with ADHD (r =0.19 -0.26, P<0.05). Conclusion: The results suggest make that the poor mathematical calculation ability of ADHD children affect their school learning and make them need more help at school and home, which be associated with higher subjective and objective stress on parents of ADHD children. [ABSTRACT FROM AUTHOR]

目的:探讨注意缺陷多动障碍(ADHD)儿童数学计算能力以及与父母压力的关系。方法:选取166例符合DSM-5诊断标准的ADHD儿童及36例正常对照儿童,应用多维心理评估系统中简单数字计算和复杂减法指标评定数学计算能力,以Weiss功能缺陷量表父母版(WFIRS-P)中的很难跟上功课、需要学校的补课和请家教3个条目评估对学习/学校的影响,采用家长压力问卷(PSQ)评估家长的主观、客观压力。结果:ADHD儿童的数学计算能力均值低于正常对照组(P <0.001); ADHD儿童家长的PSQ得分高于正常对照组(P <0.001); WFIRS-P中3条目得分与ADHD儿童的简单数字计算或复杂减法得分呈负相关(r=-0.23~-0.32,均P<0.05),与ADHD儿童家长的主观或客观压力分呈正相关(r=0.19~0.26,均P <0.05)。结论:ADHD儿童数学计算能力降低,使其很难跟上功课或需要校内外补课,与其家长主客观压力增高相关。 [ABSTRACT FROM AUTHOR]

Copyright of Chinese Mental Health Journal / Zhongguo Xinli Weisheng Zazhi is the property of Chinese Mental Health Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)