The Canonical Relationship Between Sensory-Motor Functioning and Cognitive Processing in Children with Attention-Deficit/Hyperactivity Disorder
The Canonical Relationship Between Sensory-Motor Functioning and Cognitive Processing in Children with Attention-Deficit/Hyperactivity Disorder
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DOI：
10.1093/arclin/acp032
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发表时间：
2009-05-01
影响因子：
2.6
通讯作者：
Woodcock, Richard W.
中科院分区：
文献类型：
--
作者：
Davis, Andrew S.;Pass, Lisa A.;Woodcock, Richard W.
注意力缺陷/多动障碍（ADHD）儿童通常表现出行为缺陷、学业成绩和认知处理障碍的模式，并表现出感觉运动缺陷。本研究探讨了一组67名ADHD儿童的感觉运动任务，认知加工和学业成绩之间的关系。感觉运动功能与学业成绩（0.93）和感觉运动功能与认知加工（0.98）之间存在较强的典型相关。冗余系数的分析表明，感觉运动技能占65%的方差的成就变量和31%的方差的认知加工变量。感觉运动技能和高阶认知过程之间的密切关系表明，感觉运动技能的早期评估可能有助于识别随后的学业成绩缺陷。神经心理学家应该仔细考虑感觉运动功能对ADHD儿童的学术，行为和情感问题的更广泛研究和评估结构的贡献。
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) typically exhibits a pattern of behavioral deficits, impairment in academic achievement, and cognitive processing, and presents with sensory-motor deficits. This study examined the relationships between sensory-motor tasks, cognitive processing, and academic achievement for a group of 67 children with ADHD. Strong canonical correlations emerged between sensory-motor functioning and academic achievement (.93) and sensory-motor functioning and cognitive processing (.98). An analysis of the redundancy coefficient showed that sensory-motor skills accounted for 65% of the variance in the achievement variables and 31% of the variance in the cognitive processing variables. The strong relationship between sensory-motor skills and higher order cognitive processes indicates that early assessment of sensory-motor skills may be useful in the identification of subsequent deficits in academic performance. Neuropsychologists should carefully consider the contribution of sensory-motor functioning to the more widely studied and assessed constructs of academic, behavioral, and emotional problems in children with ADHD.