*在ADHD,阅读障碍和计算障碍之间同时发生和因果关系
Elsje van Bergen1,2,3,4, Eveline L de Zeeuw1, Sara A Hart5
1Department of Biological Psychology, Vrije Universiteit (VU) Amsterdam.
Psychological science
|March 18, 2025
概括
由于共同的遗传风险,注意力缺陷/多动性障碍 (ADHD),阅读障碍和计算障碍同时发生,而不是这些疾病之间的直接因果关系. 然而,发现阅读技能会对拼写能力产生因果关系.
科学领域:
- 神经发育障碍 神经发育障碍
- 行为遗传学行为遗传学
- 发展心理学是发展心理学.
背景情况:
- 注意力缺陷/多动症 (ADHD),阅读障碍和计算障碍在儿童中经常同时发生.
- 高的并发病率表明潜在的特征对特征的因果关系或共同的潜在因素.
- 了解这些同时出现的疾病的病因对于有效的干预至关重要.
研究的目的:
- 调查导致ADHD,阅读障碍和计算障碍同时发生的病因因素.
- 区分因果影响和共同的遗传/环境因素在这些条件的共同疾病.
- 检查ADHD症状,阅读,拼写和数学技能之间的发展相互作用.
主要方法:
- 利用了荷兰双胞胎登记的数据,包括多达19,125名双胞胎和2,150名兄弟姐妹.
- 评估了7岁和10岁的参与者,测量了ADHD症状,阅读,拼写和数学技能.
- 采用交叉滞后模型来分析特征相关性和潜在的因果关系.
主要成果:
- 患有一种疾病的儿童患有第二种疾病的可能性是2.1至3.1倍,尽管大多数只有一个 (77.3%).
- 交叉滞后模型表明,阅读技能对拼写能力的因果影响 (β = 0.44).
- 对于其他特征组合 (ADHD,阅读障碍,计算障碍),相关性主要是由共同的遗传影响解释的,而不是直接的因果关系.
结论:
- ADHD,阅读障碍和计算障碍的同时发生在很大程度上归因于相关的遗传风险,而不是疾病之间的直接因果关系.
- 阅读技巧表明对拼写发展有因果关系.
- 这些发现强调了在解决神经发育障碍的并发症时考虑共享遗传基础的重要性.
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