一项关于具有特定学习困难的儿童和典型发育儿童的心理运作的研究
Nurul Shafira Adi1,2, Azizah Othman3, Hue San Kuay4
1Department of Paediatrics, School of Medical Sciences, Universiti Sains Malaysia Health Campus, Kubang Kerian, Kelantan, 16150, Malaysia.
BMC psychology
|December 5, 2024
概括
患有阅读障碍的孩子比同龄人有更多的行为问题和焦虑. 早期评估和综合干预对于解决他们的情绪和行为需求至关重要.
科学领域:
- 儿童心理学 儿童心理学
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
背景情况:
- 阅读障碍是一种常见的特殊学习困难,经常导致儿童面临重大的心理挑战.
- 与阅读障碍相关的阅读,拼写和写作困难可能会影响孩子的情绪健康.
研究的目的:
- 为了检查患有阅读障碍的儿童的心理功能.
- 为了比较患有阅读障碍的儿童与典型发育的儿童的心理形象.
主要方法:
- 采用了横截面研究设计.
- 儿童行为检查清单 (CBCL) 和国家特征焦虑清单 (STAI) 用于评估.
- 收集教师报告从教育工作者熟悉的孩子至少一年.
主要成果:
- 四十名患有阅读障碍的儿童和五十名典型发育的儿童参与了这项研究,这两组主要是男性,年龄在7-12岁之间.
- 患有阅读障碍的儿童表现出明显更高水平的行为问题 (t(88) =8.39,p<0.001).
- 与对照组相比, dyslexia 的儿童也报告了显著更高的焦虑水平 (t(88) =6.81,p<0.001).
结论:
- 阅读障碍儿童的情绪和行为困难之间存在着强烈的联系.
- 阅读障碍儿童更容易患上抑郁,焦虑和破坏性行为.
- 综合情绪需求评估和管理的多学科方法对于阅读障碍干预至关重要.
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