Study On Intelligence Characteristics Of Children With Behavioral Problems And Correlated Factors

[Objective] To explore the intelligence characteristics of children with behavioral problems, to study the influential factors of children behavioral problems and the intelligence quotient (IQ), and to provide evidence for children's mental health care. [Methods] Among 1 540 rural children aged 6-13, 117 were rated behavioral problems by using Conners Teacher Rating Scale (CTRS). Intelligence quotients of the children with behavioral problems and the same number of children with no behavioral problems in the controls were tested by using Chinese Wechsler Intelligence Scale for Children (C-WISC). Their parents demographic variables and the family economic status were investigated by inquisiting their parents personally. The tested results of C-WISC in the two groups were compared, and the influential factors of children behavioral problems were analyzed. In addition, another 292 children tested by C-WISC were selected to analyze the influential factors of IQ. [Results] The detected rate of children with behavioral problems was 7.6%, which was no statistical significance between male and female children. But there was statistical significant difference in intelligence factor structures between the children with behavioral problems and these without behavioral problems. The general intelligence,G factor, was different between the two groups. The number of factors caculated with factor analysis was also different. The influential factors of children with behavioral problems were as follows: father's lower educational levels, mother without farm work as the occupation, inconsistency of parents' attitude to children, short of six months since last pregnancy and serious response during first trimester gestation. The influential factors on IQ were: mother's age in pregnancy, mother's educational levels, expenses on books yearly for children, vagina bleeding during first trimester gestation, interval of infants' first cry after delivery, infants' head stability at age four months. Path analysis showed that mother's age in pregnancy directly affected children's IQ, but mother's educational levels not only directly but also indirectly affected children's IQ. At the same time, a correlation model of rating scores of behavioral problems, intelligence and learning achievements was primarily put forward.[ Conclusion ] The children with behavioral problems might have different intelligence factor structure, and the development of their IQ was imbalenced. The behavioral problems and IQ in children were the results of the interaction of the multiple factors. The relationships among behavioral problems, intelligence and learning achievements are very complicated and need to be further studied.