Learning disorder: Incidence in a population-based birth cohort, 1976-82, Rochester, Minn
Learning disorder: Incidence in a population-based birth cohort, 1976-82, Rochester, Minn
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DOI：
10.1367/a04-209r.1
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发表时间：
2005-09-01
期刊：
影响因子：
--
通讯作者：
Jacobsen, SJ
中科院分区：
文献类型：
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作者：
Barbaresi, WJ;Katusic, SK;Jacobsen, SJ
客观。-报告学龄儿童总体和性别的数学学习障碍（数学LD）发生率。比较使用三种不同方法识别Math LD病例获得的发病率估计值。评估儿童单独表现数学LD的程度，与数学LD伴共病阅读障碍的程度。这是一项基于人群的回顾性出生队列研究。受试者包括所有出生于1976-82年，5岁后留在明尼苏达州罗切斯特的儿童（N = 5718）。利用所有公立和私立学校、医疗设施和私人辅导服务的记录，提取了所有单独管理的智商和成就测试以及广泛的医疗、教育和社会经济信息。使用基于3个公式的研究标准（基于回归的差异，基于非回归的差异，低成就）建立数学LD。根据使用的公式，19岁时Math LD的累积发生率从5.9%到13.8%不等。男孩比女孩更容易受到影响，相对风险比从1.6到2.2取决于所应用的公式。许多患有数学LD的儿童（35%至56.7%，取决于用于定义数学LD的公式）没有共病阅读障碍。这些结果，从一个以社区为基础的出生队列，表明数学LD是常见的学龄儿童，并显着更频繁的男孩比女孩，无论定义。许多患有数学学习障碍的儿童没有相关的阅读障碍。
Objective.-To report the incidence of math learning disorder (Math LD) among school-aged children, overall and by gender. To compare incidence estimates obtained by using three different methods to identify Math LD cases. To assess the extent to which children manifest Math LD alone, versus Math LD with comorbid reading disorder.Methods.-This is a population-based, retrospective, birth cohort study. Subjects included all children born 1976-82 who remained in Rochester, Minn after age 5 (N = 5718). Using records from all public and private schools, medical facilities, and private tutorial services, all individually administered intelligence quotient and achievement tests and extensive medical, educational, and socioeconomic information were abstracted. Math LD was established using research criteria based on 3 formulas (regression-based discrepancy, nonregression-based discrepancy, low achievement).Results.-Cumulative incidence rates of Math LD by age 19 years varied from 5.9% to 13.8% according to the formula used. Boys were more likely to be affected than girls, with relative risk ratios from 1.6 to 2.2 depending on the formula applied. Many children with Math LD (35% to 56.7%, depending on the formula used to define Math LD) did not have a comorbid reading disorder.Conclusions.-These results, from a community-based birth cohort, suggest that Math LD is common among schoolchildren, and is significantly more frequent among boys than girls, regardless of definition. Many children with Math LD do not have an associated reading disorder.