儿童和学校成绩:全国范围的队列研究
Julie W Dreier1,2,3, Betina B Trabjerg1,2, Oleguer Plana-Ripoll1,4
1National Centre for Register-Based Research, Business and Social Sciences, Aarhus University, 8210 Aarhus V, Denmark.
Brain : a journal of neurology
|December 16, 2023
概括
患有的孩子在学业表现不佳,影响了数学和语言等科目. 这凸显了对这些儿童的教育支持的广泛需求,无论的类型或严重程度如何.
科学领域:
- 儿科神经学 儿科神经学
- 发展心理学 发展心理学
- 教育神经科学教育神经科学
背景情况:
- 儿童是普遍存在的,但对其学术影响的大规模数据有限.
- 以前的研究表明和认知缺陷之间存在联系,但表型变异需要进一步调查.
研究的目的:
- 调查儿童与标准化测试中的学业表现之间的联系.
- 分析基于现型,治疗和并发症的表现差异.
主要方法:
- 在丹麦进行了一项全国性,匹配的,基于登记的队列研究 (1997-2009年出生).
- 包括4,659名患有的儿童和46,590名来自丹麦国家学校测试计划 (2010-2019) 的匹配对照.
- 用调整的线性回归模型分析基于规范的语言和数学测试成绩.
主要成果:
- 患有的儿童在所有受试者中得分明显低于对照组 (平均差异: -6.7).
- 在所有子小组中观察到较差的表现,包括无并发 (平均差异: -6.0).
- 在使用抗发作药物 (例如,拉莫特里金: -13.1) 和诸如智力障碍 (-27.0) 或ADHD (-15.7) 等并发症时,发现得分缺陷较大.
结论:
- 儿童与在整个学业过程中广泛,显著的学业成绩下降有关.
- 教育支持对于患有的儿童至关重要,即使是那些没有其他确诊残疾的儿童.
- 这些发现强调了需要根据的类型和治疗考虑量身定制的学术干预措施.
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