中国实用儿科杂志

中国实用儿科杂志 ›› 2012, Vol. 27 ›› Issue (10): 760-762.

• 论著 • 上一篇    下一篇

Asperger综合征114例患儿智力特征分析

岑超群1，曾小璐2，梁亚勇1，唐    春1，邹小兵1   

  1. 1.中山大学附属第三医院儿童发育行为专科，广州     510630；2.广东省人民医院儿科，广州    510080
  • 出版日期:2012-10-06 发布日期:2012-09-24
  • 基金资助:

    广东省科技计划项目（2009B030801086）

The intelligence profiles of 114 children with Asperger syndrome.

  1. CEN Chao-qun*，ZENG Xiao-lu，LIANG Ya-yong，TANG Chun，ZOU Xiao-bing.*Child Developmental & Behavioral Center，the 3rd Affiliated Hospital of Sun Yat-sen University，Guangzhou 510630，China.
  • Online:2012-10-06 Published:2012-09-24

摘要：

目的    探讨Asperger综合征（Asperger syndrome，AS）患儿智力特征，以更好理解和解释其行为表现，为诊断和临床干预提供依据。方法    2002年12月至2009年12月中山大学附属第三医院儿童发育行为专科114例首诊为AS患儿，年龄6岁1个月至14岁3个月，平均（8.31 ± 1.93）岁。均进行韦氏儿童智力量表（C-WISC）测试，分析结果。结果    智商分布从轻度智力低下至智力超常，平均言语智商（VIQ）、操作智商（PIQ）和总智商（FIQ）分别为（101.52 ± 18.72）、（88.30 ± 17.40）和（94.90 ± 17.75）；AS患儿存在显著（VIQ-PIQ）差距（P＜0.01），总趋势是VIQ＞PIQ（P＜0.01）；Kaufman三因子间得分差异有统计学意义（P＜0.01）；各分测验得分差异有统计学意义（P＜0.01），总量表以分类、词汇和知识3个分测验得分较高，以填图、图片排列和编码得分较低；言语分量表以领悟分测验得分最低；操作分量表以木块图和图形拼凑得分较高。结论    AS患儿存在智力发展不平衡，认知优势和劣势并存，在制定教育和训练方案时应利用其言语技能优势，重视非言语技能和社交技能的训练。

关键词: Asperger综合征, 智力, 特征

Abstract:

Objective    The intellectual profiles of children with AS were studied in order to better interpret their behavioral characteristics.Methods    Totally 114 children of 6.08~14.24 years old with AS were examined by the China-Wechsler Intelligence Scale for Children （C-WISC） and all subtests were administrated.Results    The level of intelligence of chidren ranged from mildly impaired to very superior；the average verbal intelligence quotient，（VIQ），performance intelligence quotient（PIQ）and full intelligence quotient（FIQ） were respectively 101.52±18.72，88.30±17.40 and 94.90±17.75；There was statistically significant difference between the VIQ and PIQ among children with AS and a tendency of VIQ＞PIQ was showed（P＜0.01）. The differences between scores on three Kaufman factors was significant（P＜0.01）. Children with AS scored the highest on similarity，vocabulary and information subtests and scored the lowest on picture completion，picture arrangement and coding subsets in full scale；score on comprehension subtest was the lowest in the verbal scale and scores on block design and object assembly subtest were the highest in performance scale.Conclusion    The intelligence structures of children with AS are not balanced，which is characterized by a combination of assets and deficits.

Key words: Asperger syndrome, intelligence, profiles