在有注意力缺陷多动障碍的学龄儿童中,感官处理技能和学校功能:基于性别的分析
Irem Ceyhan1,2, Gokcen Akyurek2
1Faculty of Health Sciences, Department of Occupational Therapy, Fenerbahçe University, Istanbul, Turkey.
概括
患有注意力缺陷多动症 (ADHD) 的儿童表现出较差的感官处理和学校功能. 感官技能的性别特异性影响学校成绩,需要为ADHD的男孩和女孩提供量身定制的干预措施.
科学领域:
- 神经发育障碍 神经发育障碍
- 儿科心理学 儿科心理学
- 职业疗法 职业疗法 职业疗法
背景情况:
- 感官处理技能对于学业成功和学校参与至关重要.
- 患有注意力缺陷多动症 (ADHD) 的儿童通常需要专门的学校支持.
- 在ADHD中,了解感官处理及其与学校功能的联系至关重要.
研究的目的:
- 评估ADHD儿童的感官处理能力和学校功能.
- 调查这些领域潜在的性别差异.
- 确定ADHD中学校功能的特定感官预测因素.
主要方法:
- 评估了118名儿童 (57名患有多动症,61名典型发育).
- 使用了感官整合和实践测试子测试 (后座,站立步行和平衡,双边运动协调).
- 使用学校功能评估来评估学校的表现.
主要成果:
- 与同龄人相比,患有ADHD的儿童表现出明显较差的感官处理和学校功能.
- 双边运动协调是ADHD女孩在参与和体力任务中的关键预测因素.
- 平衡技能显著预测了ADHD男孩的身体和认知功能.
- 患有ADHD的男孩在特定任务适应和日常活动方面表现出更大的挑战.
结论:
- 不管性别,ADHD与感官处理和学校功能方面的缺陷有关.
- 在ADHD人群中存在性别特定的感官挑战.
- 认识到这些性别差异对于开发有效的个性化干预措施对患有多动症的儿童至关重要.
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