慢学习者的流行病学和诊断 (边界智力功能)
So-Yeon Lee1,2, Keun-Ah Cheon1,2
1Department of Child and Adolescent Psychiatry, Department of Psychiatry, Severance Hospital, Yonsei University College of Medicine, Seoul, Korea.
概括
诊断边界智力功能 (BIF) 缺乏共识,术语不断变化和诊断标准不清楚. 目前对BIF的标准需要更好的定义来准确识别和分类.
科学领域:
- 心理学 心理学 心理学
- 神经科学是一个神经科学.
- 发展障碍 发展障碍 发展障碍
背景情况:
- 条款 这些条款 条款
- 慢学习者 缓慢学习者
- 和边界智力功能 (BIF) 缺乏明确的共识,并且经历了术语演变.
- 对于BIF的诊断标准,包括全尺度智商系数 (FSIQ),适应性功能和发育发作,缺乏具体标准.
- 精神疾病诊断和统计手册 (DSM) 之前的版本提供了一个FSIQ范围,但由于反映个人功能方面的局限性,这在DSM-5中被删除了.
研究的目的:
- 检查边界智力功能 (BIF) 的不断变化的定义和诊断标准.
- 突出鉴定BIF个体的挑战,因为缺乏特定的诊断标准.
- 强调需要对BIF进行更精确的分类和定义.
主要方法:
- 对诊断手册和学术文章的文献评论.
- 对智力运作的历史和当前诊断标准的分析.
- 对精神疾病诊断和统计手册 (DSM) 的不同版本的标准进行比较分析.
主要成果:
- 围绕BIF和慢学习者的定义和术语是不一致的和不断发展的.
- 虽然考虑了FSIQ,适应性功能和发育发作,但BIF的确切诊断标准尚未建立.
- 在DSM-5中删除FSIQ范围,同时解决局限性,进一步复杂化了精确的识别.
结论:
- 缺乏对BIF的共识和具体标准,阻碍了准确的识别和诊断.
- 需要更精细的诊断标准来改善边缘智力功能个体的分类.
- 需要进一步的研究,以建立一个更精确和普遍接受的BIF的定义.
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