目的 探讨动态社交行为技巧练习联合生物反馈对学龄注意缺陷多动障碍（ADHD）患儿临床症状和社会功能的影响。方法 回顾性选取我院2021年1月~2024年3月收治的81例学龄ADHD患儿作为研究对象，按照治疗方法不同分为对照组（40例）、观察组（41例），对照组接受生物反馈治疗，观察组接受动态社交行为技巧练习联合生物反馈治疗。比较两组临床疗效、临床症状、社会功能、脑电波频率[β波、θ波、感觉运动节律（SMR）波]。结果 观察组总有效率90.24%较对照组的72.50%高（P＜0.05）；治疗后观察组对抗性行为、多动-冲动、注意力不集中评分均低于对照组（P＜0.05）；治疗后观察组家庭、学习与学校、生活技能、自我管理、社交活动及风险活动评分均低于对照组（P＜0.05）；治疗后观察组β波、SMR波均高于对照组，θ波低于对照组（P＜0.05）。结论 动态社交行为技巧练习联合生物反馈对学龄ADHD患儿临床疗效确切，可进一步改善患儿临床症状、社会功能。

Objective To explore the effect of dynamic social behavior skills training combined with biofeedback on clinical symptoms and social function in school-age children with attention deficit hyperactivity disorder (ADHD). Methods A total of 81 school-age children with ADHD admitted to our hospital from January 2021 to March 2024 were retrospectively selected as the research objects. According to different treatment methods, they were divided into control group (40 cases) and observation group (41 cases). The control group received biofeedback therapy, and the observation group received dynamic social behavior skills training combined with biofeedback therapy. The clinical efficacy, clinical symptoms, social function, brain wave frequency [β wave, θ wave, sensorimotor rhythm ( SMR ) wave] were compared between the two groups. Results The total effective rate of the observation group was 90.24% higher than that of the control group (72.50%) (P<0.05). After treatment, the scores of antagonistic behavior, hyperactivity-impulsion and inattention in the observation group were lower than those in the control group (P<0.05). After treatment, the scores of family, learning and school, life skills, self-management, social activities and risk activities in the observation group were lower than those in the control group (P<0.05). After treatment, the β wave and SMR wave in the observation group were higher than those in the control group, and the θ wave was lower than that in the control group (P<0.05). Conclusion Dynamic social behavior skill training combined with biofeedback has definite clinical efficacy in school-age children with ADHD, which can further improve their clinical symptoms and social functioning.