执行功能和特殊教育需求及其与学龄学习困难的关系
Juan Manuel Núñez1, Ana Soto-Rubio2, Marián Pérez-Marín3
1Faculty of Psychology and Speech Therapy, Universitat de València, 46010 Valencia, Spain.
Children (Basel, Switzerland)
|November 27, 2024
概括
特殊教育需求 (SEN) 的儿童表现出明显较弱的执行功能,影响阅读和数学技能. 针对这些执行功能缺陷的早期干预对学术成功至关重要.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 神经发育障碍 神经发育障碍
背景情况:
- 执行职能对于学龄儿童的学业成功至关重要.
- 了解执行功能与特殊教育需求 (SEN) 之间的联系对于有效的干预至关重要.
- 这项研究调查了有和没有SEN的小学学生的执行功能配置文件.
研究的目的:
- 检查小学学生执行职能和SEN之间的关系.
- 为了确定与没有SEN.学生之间的执行职能配置文件的差异.
- 评估执行功能缺陷对阅读和数学学习困难的影响.
主要方法:
- 123名小学学生 (年龄在6-12岁) 参加了.
- 执行职能使用执行职能行为评级清单 (BRIEF-2) 进行评估.
- 使用Prediscal测试评估了阅读和数学困难;收集了临床和社会人口统计数据.
主要成果:
- 患有SEN的学生在家庭和学校环境中表现出明显受损的执行功能配置文件.
- 关键受影响的领域包括认知灵活性,工作记忆和组织.
- 执行职能缺陷与阅读和数学表现较差有很强的相关性.
结论:
- 执行职能在理解和解决SEN和学习困难方面发挥着至关重要的作用.
- 对执行职能缺陷进行全面评估和早期干预至关重要.
- 针对执行职能可以支持SEN学生的学术和整体发展.
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