学习障碍对注意缺陷多动障碍患儿脑电波及疗效的影响

摘要

Objective To explore the influence of learning (liabilities on brain waves and therapeutic efficacy in children with attention deficit hyperactivity disorder (ADHD). Methods The samples consisted of 24 ADHD children with learning disabilities, 10 ADHD children without learning disabilities and 36 healthy controls. SPRINT -8C EEG biofeedbacker was used to gather and analysis the EEG signals. All ADHD children was treated with comprehensive intervention then the efficacy was compared between ADHD children with learning disabilities and without learning disabilities. Results The θ wave, θ/β, θ/SMR in ADHD children were significantly higher than those in healthy controls. The α,β, SMR in ADHD children were significantly lower than those in healthy controls. In ADHD children with learning disabilities, the left brain wave a was significantly higher and the 8 of right brain, θ /SMR were significantly lower than those in ADHD children without learning disabilities. There was no significant differences in the reduction of Conners total scores and therapeutic effects between ADHD children with learning disabilities and ADHD children without learning disabilities. Conclusion Learning disabilities have effects on brain waves but have no effects on therapeutic effects in children with ADHD.%目的:探讨学习障碍对注意缺陷多动障碍(ADHD)患儿脑电波及疗效的影响.方法:24例伴学习障碍的ADHD患儿为研究组,10例不伴学习障碍的ADHD患儿为对照组,另设正常对照组36例.应用施必瑞特公司的SPRINT--8C脑电生物反馈仪数字脑电图采集并分析脑电波信号.两组均采用综合干预方法,比较其疗效.结果:伴与不伴学习障碍的ADHD患儿脑电节律θ波、θ/β、θ/SMR显著高于正常对照组,α波、β波、SMR波则显著低于正常对照组,伴学习障碍的ADHD组脑电节律α左显著高于不伴学习障碍的ADHD组,θ右、θ/SMR左、θ/SMR右显著低于不伴学习障碍的ADHD组,伴与不伴学习障碍组治疗前后Conners评分下降及临床疗效比较差异无显著性.结论:学习障碍对ADHD患儿的脑电波有影响,而对疗效无影响.