Subtypes of learning disabilities - Neuropsychological and behavioural functioning of 495 children referred for multidisciplinary assessment
Subtypes of learning disabilities - Neuropsychological and behavioural functioning of 495 children referred for multidisciplinary assessment
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DOI：
10.1007/s00787-007-0630-3
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发表时间：
2007-12-01
影响因子：
6.4
通讯作者：
Vles, Johan S. H.
中科院分区：
文献类型：
--
作者：
Hendriksen, Jos G. M.;Keulers, Esther H. H.;Vles, Johan S. H.
本研究目的有两个方面：（1）评估学习障碍（LD）的转诊和诊断过程以及多学科评估的贡献；（2）描述三种学习障碍亚型的特征：伴有或不伴有运动功能障碍的注意力问题（AMD）、言语学习障碍（VLD）和非言语学习障碍（NVLD）。对495名6 - 17岁儿童的诊断、行为和神经心理学数据进行了描述。首先，AMD和VLD是最常见的学习障碍类型。多学科评估有助于学习障碍的诊断过程，尤其是在诊断不常见的学习障碍及共病方面。其次，行为评定、信息处理、注意力规律和视动整合在区分三种学习障碍亚型时被证明是最为敏感的。然而，诊断NVLD需要额外的发育信息。多元判别函数分析将本样本中的一部分（61.7%）正确分类为多学科团队所诊断的学习障碍亚型。据信这三种亚型在临床上具有相关性，并建议在独立样本中检验当前的分类函数，最好使用结构化诊断访谈进行诊断。
Aim of the present study was two fold: (1) to evaluate the course of referring and diagnosing Learning Disabilities (LD) and the contribution of multidisciplinary assessment and (2) to describe characteristics of three LD subtypes: Attention with or without Motor function Disabilities (AMD), Verbal Learning Disabilities (VLD) and Non-Verbal Learning Disabilities (NVLD). Diagnostics, behavioural and neuropsychological data from 495 children aged 6-17 years were described. First, AMD and VLD was the most frequent LD. Multidisciplinary assessment could contribute to the diagnostic process of LD, especially in diagnosing uncommon LD and comorbidities. Secondly, behavioural ratings, information processing, attention regularity and visual-motor integration proved to be most sensitive in discriminating between the three LD subtypes. However, diagnosing NVLD requires additional developmental information. Multiple discriminant function analysis correctly classified 61.7% of a selection of the present sample into LD subtypes as diagnosed by the multidisciplinary team. It is believed that the three subtypes are clinically relevant and suggestions are made to test the present classification functions in an independent sample, preferably diagnosed using a structured diagnostic interview.