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目的探讨影响学龄期儿童注意缺陷多动障碍(ADHD)的家庭环境因素。方法分别对ADHD患儿(ADHD组,103例)及一般情况匹配的正常儿童(对照组,103名)进行家庭环境量表(FES)、一般情况问卷及自制的严厉管教方式问卷调查;分析家庭环境与学龄期儿童ADHD的关系。结果 ADHD组FES亲密度、情感表达、知识性、娱乐性、组织性因子分低于对照组(P均<0.05);而矛盾性因子分显著高于对照组(P<0.01)。Logistic回归分析显示,FES亲密度(OR=0.55,P=0.004)、情感表达(OR=0.69,P=0.038)因子分高及儿童课外兴趣多(OR=0.51,P=0.000)是ADHD的保护性因素;母亲体罚孩子、家长陪同完成作业(OR=1.73,P=0.002)、儿童主要抚养人不是父母(OR=1.59,P=0.028)、与父母管教态度不一致(OR=1.55,P=0.047)是ADHD的危险因素。结论 ADHD儿童家庭存在亲密度低、儿童课外兴趣少、母亲体罚孩子等不良环境因素,这些环境因素与ADHD发展有关,也可能与ADHD的发生有关,但需要进一步研究。
Objective To investigate family environment factors that affect ADHD in school-age children. Methods Family environment scale (FES), general situation questionnaire and self-made severe discipline teaching questionnaire were investigated in ADHD children (ADHD group, 103 cases) and normal matched normal children (control group, 103 cases) Relationship between environment and ADHD in school children. Results FDP was lower in FHD than in control group (P <0.05), while the values of contradictory factors were significantly higher than those in control group (P <0.01). Logistic regression analysis showed that FES degree (OR = 0.55, P = 0.004), emotional expression (OR = 0.69, P = 0.038) and children with extracurricular interest (OR = 0.51, P = 0.000) (OR = 1.73, P = 0.002). The main supporters of children were not parents (OR = 1.59, P = 0.028), which was inconsistent with the parental discipline (OR = 1.55, P = 0.047) ) Is a risk factor for ADHD. Conclusions ADHD children have low family cohesion, less interest in children after school, mothers corporal punishment of children and other adverse environmental factors. These environmental factors may be related to the development of ADHD, may also be associated with the occurrence of ADHD, but further study is needed.