Developmental dyscalculia: a prospective six‐year follow‐up
Developmental dyscalculia: a prospective six‐year follow‐up
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DOI：
10.1111/j.1469-8749.2005.tb01100.x
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发表时间：
2005-02
影响因子：
3.8
通讯作者：
R. Shalev;O. Manor;V. Gross‐Tsur
中科院分区：
文献类型：
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作者：
R. Shalev;O. Manor;V. Gross‐Tsur
为了确定发育性计算障碍（DC）的自然史及其预后的影响因素，我们进行了一项前瞻性6年纵向研究。在小学五年级被诊断为DC的140名智力正常的儿童在三年和六年后分别在八年级（n=123）和十一年级（n=104; 41名男性，63名女性）重新检查计算障碍。五年级儿童的平均年龄为11岁1个月（SD 4个月），八年级为14岁2个月（SD 1个月），十一年级为17岁2个月（SD 5个月）。评估包括标准化算术、阅读和写作测试、行为评定量表、社会经济地位信息、教育干预和家庭学习问题。如果11年级的参与者在算术测试中的得分不超过年级的第五百分位数，则将其重新归类为患有DC。在6年的随访中，99/104（95%）被诊断为计算障碍的五年级儿童在算术方面仍然表现不佳，得分在其年级的最低四分位数内，42/104（40%）被重新归类为DC。DC的慢性化与5级计算障碍的严重程度（p<0.05）、低智商（p<0.01）、注意力不集中（p<0.01）和书写问题（p<0.01）相关。因此，DC是一种持久的特定学习困难，* 在几乎一半的受影响个体中持续到青春期后期。
To determine the natural history of developmental dyscalculia (DC) and factors impacting on its prognosis, we performed a prospective six‐year longitudinal study. One hundred and forty children of normal intelligence diagnosed with DC in the fifth grade of elementary school were re‐examined for dyscalculia three and six years later, in eighth (n=123) and eleventh (n=104; 41 males, 63 females) grades respectively. Mean age of the children in fifth grade was 11 years 1 month (SD 4 months), in eighth grade 14 years 2 months (SD 1 month), and in eleventh grade 17 years 2 months (SD 5 months). The assessment included standardized arithmetic, reading and writing tests, behavioural rating scales, information on socioeconomic status, educational interventions, and familial learning problems. Participants in eleventh grade were recategorized as having DC if their score on the arithmetic test was not more than the fifth centile for grade. At the six‐year follow‐up, 99/104 (95%) children diagnosed with dyscalculia in fifth grade were still performing poorly in arithmetic, scoring within the lowest quartile for their grade, and 42/104 (40%) were recategorized with DC. Chronicity of DC was associated with severity of the dyscalculia in fifth grade (p<0.05), lower IQ (p<0.01), inattention (p<0.01), and writing problems (p<0.01). Thus, DC is an enduring specific learning difficulty,* persisting into late adolescence in almost half of affected individuals.