患儿个体与家庭特征对注意缺陷/多动障碍团体干预效果的预测：基于多维模型构建与分析

doi:10.12122/j.issn.1673-4254.2026.04.08

南方医科大学学报 ›› 2026, Vol. 46 ›› Issue (4): 794-802.doi: 10.12122/j.issn.1673-4254.2026.04.08

• • 上一篇

患儿个体与家庭特征对注意缺陷/多动障碍团体干预效果的预测：基于多维模型构建与分析

杨新梅¹(), 王咏琪³, 莫晓华¹, 朱智航¹, 洪丹萍¹, 胡樱子¹, 彭凯琪², 徐艺轩¹, 刘锦岚⁴, 郭文娟², 林绮文¹, 麦俊杰¹, 麦思茗¹, 卢京洁¹, 杨婵娟¹, 周燕玲¹, 程道猛¹, 余萌²(), 殷炜珍¹()

^1.广州医科大学附属脑科医院儿少科//广东省精神疾病转化医学工程技术研究中心，广东广州 510370
^2.南方医科大学公共卫生学院心理学系，广东广州 510515
^3.华南师范大学心理学院，广东广州 510631
^4.中山大学心理学系，广东广州 510006

收稿日期:2025-08-03 出版日期:2026-04-20 发布日期:2026-04-24
通讯作者: 余萌,殷炜珍 E-mail:yxm13167337991@163.com;yumengbnu@163.com;yinwz90@163.com
作者简介:杨新梅，硕士，E-mail: yxm13167337991@163.com
基金资助:
教育部人文社会科学研究青年基金项目(22YJC190024);广东省哲学社会科学规划青年项目(GD22YXL04);广州市临床重点专科（临床医学研究所）

Patient and family predictors of group intervention outcomes in children with attention-deficit/hyperactivity disorder: a multidimensional model analysis

Xinmei YANG¹(), Yongqi WANG³, Xiaohua MO¹, Zhihang ZHU¹, Danping HONG¹, Yingzi HU¹, Kaiqi PENG², Yixuan XU¹, Jinlan LIU⁴, Wenjuan GUO², Qiwen LIN¹, Junjie MAI¹, Siming MAI¹, Jingjie LU¹, Chanjuan YANG¹, Yanling ZHOU¹, Daomeng CHENG¹, Meng YU²(), Weizhen YIN¹()

^1.Department of Child and Adolescent Psychiatry, Guangdong Engineering Technology Research Center for Translational Medicine of Mental Disorders, Affiliated Brain Hospital of Guangzhou Medical University, Guangzhou 510370, China
^2.Department of Psychology, School of Public Health, Southern Medical University, Guangzhou 510515, China
^3.School of Psychology, South China Normal University, Guangzhou 510631, China
^4.Department of Psychology, Sun Yat-sen University, Guangzhou 510006, China

Received:2025-08-03 Online:2026-04-20 Published:2026-04-24
Contact: Meng YU, Weizhen YIN E-mail:yxm13167337991@163.com;yumengbnu@163.com;yinwz90@163.com

摘要/Abstract

摘要：

目的基于多维干预成效指标，初步探究可能影响注意缺陷/多动障碍（ADHD）儿童团体干预响应的个体与家庭特征。方法纳入2023年7月~2025年1月在广州医科大学附属脑科医院参与干预项目的62例6~9岁ADHD儿童，接受为期4~6周（共8次）的标准化团体干预，内容聚焦于注意力训练与情绪调节训练。通过一般情况量表、小学生情绪调节困难问卷（DERS）、易激惹量表（ARI）、马特森儿童社会技能评价量表（MESSY）与SNAP-Ⅳ评定量表-父母版收集前后测数据。鉴于两组干预在形式与结构上的一致，遂合并数据开展建模分析。以注意缺陷、情绪调节、社交技能等三方面变量的变化作为结局指标，通过LASSO回归对18项前测变量（涵盖8项心理特征和10项人口学与家庭背景变量）进行筛选，进而构建多元线性回归模型，识别稳定预测因子。结果在注意缺陷、易激惹、情绪调节困难和过于强势/过度自信为结局变量的模型中，结局指标自身的基线得分为显著正向预测因子（β=0.462~0.669，P_BH<0.05）；敌对的前测得分对干预后情绪调节困难（β=-0.326，P_BH<0.01）、过于强势/过度自信（β=-0.543，P_BH<0.05）的改善表现出显著负向预测作用。结论本研究初步支持了基线症状、敌对特征对干预响应的预测作用。这些发现有助于在干预前对患儿的疗效进行初步预测，为实现ADHD的精准干预提供了可能的参考依据。

关键词: 注意缺陷/多动障碍, 儿童, 团体干预, 个体差异, 预测模型

Abstract:

Objective To explore individual and family characteristics associated with children's response to group interventions for attention-deficit/hyperactivity disorder (ADHD) based on multidimensional indicators of intervention outcomes. Methods A total of 62 children with ADHD aged 6-9 years participating in an intervention program at the Affiliated Brain Hospital of Guangzhou Medical University from July 2023 to January 2025 were enrolled. All the participants received a standardized group intervention consisting of 8 sessions delivered over 4-6 weeks, focusing on attention training and emotion regulation training. Pre- and post-intervention data were collected using the General Information Questionnaire, the Difficulties in Emotion Regulation Scale (DERS), the Affective Reactivity Index (ARI), the Matson Evaluation of Social Skills with Youngsters (MESSY), and the parent-rated Swanson, Nolan, and Pelham Rating Scale-IV (SNAP-IV). Given the consistency in intervention format and structure between the two groups, data were pooled for modeling analyses. Changes in emotion regulation, inattention, and social skills were used as the outcome indicators. LASSO regression was used to screen 18 baseline variables (8 psychosocial characteristics and 10 demographic and family-background variables), followed by multiple linear regression to identify stable predictors. Results Across the models predicting changes in inattention, irritability, emotion-regulation difficulties, and inappropriately assertive/overconfident, the baseline score of each outcome was a significant positive predictor (β=0.462-0.669, P_BH<0.05). Higher baseline hostile scores predicted less improvement in emotion-regulation difficulties (β=-0.326, P_BH<0.01) and inappropriate assertiveness/overconfidence (β=-0.543, P_BH<0.05). Conclusion This study provides preliminary evidence that baseline symptoms and hostility traits may predict response to group interventions for ADHD, which may help to estimate treatment outcomes before intervention and provide support to precision intervention for children with ADHD.

Key words: attention-deficit/hyperactivity disorder, children, group intervention, individual differences, predictive model

杨新梅, 王咏琪, 莫晓华, 朱智航, 洪丹萍, 胡樱子, 彭凯琪, 徐艺轩, 刘锦岚, 郭文娟, 林绮文, 麦俊杰, 麦思茗, 卢京洁, 杨婵娟, 周燕玲, 程道猛, 余萌, 殷炜珍. 患儿个体与家庭特征对注意缺陷/多动障碍团体干预效果的预测：基于多维模型构建与分析[J]. 南方医科大学学报, 2026, 46(4): 794-802.

Xinmei YANG, Yongqi WANG, Xiaohua MO, Zhihang ZHU, Danping HONG, Yingzi HU, Kaiqi PENG, Yixuan XU, Jinlan LIU, Wenjuan GUO, Qiwen LIN, Junjie MAI, Siming MAI, Jingjie LU, Chanjuan YANG, Yanling ZHOU, Daomeng CHENG, Meng YU, Weizhen YIN. Patient and family predictors of group intervention outcomes in children with attention-deficit/hyperactivity disorder: a multidimensional model analysis[J]. Journal of Southern Medical University, 2026, 46(4): 794-802.

图/表 7

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Index	Attention group (n=31)	Emotion group (n=31)	P
Age (year, Mean±SD)	7.55±1.61	7.94±0.89	0.247
Gender			0.425
Male	29 (93.5)	26 (83.9)
Female	2 (6.5)	5 (16.1)
Grade level			0.602
Grade 2 or below	13 (41.9)	11 (35.5)
Grade 3 or above	18 (58.1)	20 (64.5)
Residential area			>0.999
Rural/town	5 (16.1)	4 (12.9)
Urban	26 (83.9)	27 (87.1)
Maternal education			>0.999
Below college	4 (12.9)	3 (9.7)
College or above	27 (87.1)	28 (90.3)
Paternal education			0.562
Below college	9 (29.0)	7 (22.6)
College or above	22 (71.0)	24 (77.4)
Birth status			0.288
Cesarean delivery	13 (41.9)	9 (29.0)
Vaginal delivery	18 (58.1)	22 (71.0)
Allergy history			>0.999
No	26 (83.9)	27 (87.1)
Yes	5 (16.1)	4 (12.9)
Medication history			0.066
No	16 (51.6)	23 (74.2)
Yes	15 (48.4)	8 (25.8)
Psychiatric family history			0.104
No	30 (96.8)	25 (80.6)
Yes	1 (3.2)	6 (19.4)

Index	Attention group (n=31)	Emotion group (n=31)	P
Age (year, Mean±SD)	7.55±1.61	7.94±0.89	0.247
Gender			0.425
Male	29 (93.5)	26 (83.9)
Female	2 (6.5)	5 (16.1)
Grade level			0.602
Grade 2 or below	13 (41.9)	11 (35.5)
Grade 3 or above	18 (58.1)	20 (64.5)
Residential area			>0.999
Rural/town	5 (16.1)	4 (12.9)
Urban	26 (83.9)	27 (87.1)
Maternal education			>0.999
Below college	4 (12.9)	3 (9.7)
College or above	27 (87.1)	28 (90.3)
Paternal education			0.562
Below college	9 (29.0)	7 (22.6)
College or above	22 (71.0)	24 (77.4)
Birth status			0.288
Cesarean delivery	13 (41.9)	9 (29.0)
Vaginal delivery	18 (58.1)	22 (71.0)
Allergy history			>0.999
No	26 (83.9)	27 (87.1)
Yes	5 (16.1)	4 (12.9)
Medication history			0.066
No	16 (51.6)	23 (74.2)
Yes	15 (48.4)	8 (25.8)
Psychiatric family history			0.104
No	30 (96.8)	25 (80.6)
Yes	1 (3.2)	6 (19.4)

Outcome	Pre-intervention	Post-intervention	t	P
Inattention	1.86±0.60	1.59±0.60	4.741	<0.001
ARI	4.91±3.61	3.60±3.63	2.391	0.017
DERS	69.00±11.29	64.10±14.82	2.096	0.036
Inappropriately assertive/overconfident	34.43±6.90	32.56±7.84	2.353	0.019
Hostile	19.85±6.38	19.53±6.68	0.534	0.594
Adaptive/appropriate	33.31±5.49	32.32±4.85	1.283	0.201

Outcome	Pre-intervention	Post-intervention	t	P
Inattention	1.86±0.60	1.59±0.60	4.741	<0.001
ARI	4.91±3.61	3.60±3.63	2.391	0.017
DERS	69.00±11.29	64.10±14.82	2.096	0.036
Inappropriately assertive/overconfident	34.43±6.90	32.56±7.84	2.353	0.019
Hostile	19.85±6.38	19.53±6.68	0.534	0.594
Adaptive/appropriate	33.31±5.49	32.32±4.85	1.283	0.201

Outcomes	Predictors	b (95% CI)	β	P	P_BH	Adj_R²
Inattention	(Constant)	-0.045 (-1.072, 0.981)		0.930	0.930	0.180
	Baseline inattention	0.315 (0.126, 0.503)	0.462	0.002	0.009
	Baseline hostile	-0.021 (-0.039, -0.003)	-0.327	0.023	0.070
	Baseline adaptive/appropriate	0.004 (-0.019, 0.026)	0.047	0.748	0.897
	Baseline ARI	0.008 (-0.030, 0.046)	0.072	0.659	0.897
	Baseline DERS	0.003 (-0.009, 0.016)	0.090	0.594	0.897
ARI	(Constant)	2.343 (-6.640, 11.327)		0.601	0.601	0.476
	Baseline ARI	0.764 (0.485, 1.042)	0.669	<0.001	<0.001
	Baseline DERS	-0.028 (-0.127, 0.071)	-0.078	0.562	0.601
	Baseline hostile	-0.147 (-0.293, 0.000)	-0.226	0.050	0.088
	Baseline adaptive/appropriate	0.149 (-0.042, 0.340)	0.197	0.121	0.170
	Residential area	2.748 (0.358, 5.139)	0.237	0.025	0.073
	Maternal education	3.033 (0.286, 5.780)	0.236	0.031	0.073
DERS	(Constant)	-34.856 (-60.504, -9.208)		0.009	0.009	0.357
	Baseline DERS	0.828 (0.467, 1.188)	0.544	<0.001	<0.001
	Baseline hostile	-0.875 (-1.498, -0.252)	-0.326	0.007	0.009
Inappropriately assertive/overconfident	(Constant)	-3.214 (-17.691, 11.263)		0.657	0.657	0.162
	Baseline inappropriately assertive/overconfident	0.573 (0.171, 0.975)	0.666	0.007	0.033
	Baseline hostile	-0.504 (-0.906, -0.101)	-0.543	0.016	0.039
	Baseline adaptive/appropriate	0.215 (-0.107, 0.537)	0.199	0.183	0.304
	Baseline DERS	0.037 (-0.100, 0.174)	0.071	0.593	0.657

患儿个体与家庭特征对注意缺陷/多动障碍团体干预效果的预测：基于多维模型构建与分析

Patient and family predictors of group intervention outcomes in children with attention-deficit/hyperactivity disorder: a multidimensional model analysis

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