患有并发性特定学习障碍和注意力缺陷/多动障碍的儿童的自闭症特征:认知,行为和教师报告的预测因素
Makbule Esen Öksüzoğlu1, Dilek Ünal2, Kevser Nalbant2
1Department of Child and Adolescent Psychiatry, Kastamonu University, Kastamonu, Turkey.
Journal of clinical and experimental neuropsychology
|November 19, 2025
概括
患有特定学习障碍 (SLD) 和注意力缺陷/多动障碍 (ADHD) 的儿童表现出更多的自闭症特征,与认知和行为问题有关. 干预措施应应对这些复杂的发育特征.
科学领域:
- 神经发育障碍 神经发育障碍
- 儿童心理学 儿童心理学
- 学习障碍学习障碍是什么
背景情况:
- 患有并发性特定学习障碍 (SLD) 和注意力缺陷/多动障碍 (ADHD) 的儿童经常表现出高度的自闭症特征.
- 导致这些特征的潜在认知和行为因素尚未得到充分理解.
研究的目的:
- 为了比较只有ADHD的儿童的认知行为特征与SLD和ADHD的儿童的认知行为特征.
- 通过使用多信息体方法,确定患有这些神经发育条件的儿童中自闭症特征的关键预测因子.
主要方法:
- 150名8至12岁的儿童被分为ADHD组和SLD+ADHD组.
- 评估包括社会响应度量 (SRS),优点和困难问卷 (SDQ),SLD症状检查表 (SLD-SC) 和认知电池 (SLD-BC).
主要成果:
- 与仅有ADHD的小组相比,患有SLD+ADHD的儿童显示出明显更高的自闭症特征 (SRS得分) 和较大的认知和行为指标损伤.
- 自闭症特征的具体预测因素包括SLD诊断,动机和多动问题 (SLD-SC),认知缺陷 (SLD-BC头部测试,运动技能) 和同行/多动问题 (SDQ).
- 这些因素解释了48.0%的自闭症特征差异.
结论:
- 患有神经发育相关疾病的儿童的自闭症特征与动机,执行和感官运动缺陷密切相关.
- 对认知,行为和教师报告的数据的综合评估对于为具有复杂发育特征的儿童制定有针对性的干预措施至关重要.
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