西班牙患有阅读障碍的儿童的执行,行为和情绪功能
Miguel López-Zamora1, Nadia Porcar-Gozalbo2,3, Alejandro Cano-Villagrasa2
1Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología y Logopedia, Universidad de Málaga - UMA - Málaga (Andalucia), España.
CoDAS
|December 19, 2025
概括
阅读障碍儿童表现出更高的情绪和行为问题,包括焦虑和抑郁症. 这些挑战与执行职能中的困难有关,影响了整体福祉和学术成功.
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
- 教育心理学教育心理学
背景情况:
- 阅读障碍是一种特定的学习障碍,经常与情绪和行为挑战有关.
- 阅读障碍儿童面临焦虑,抑郁和执行功能缺陷的风险增加,影响福祉和学业成果.
研究的目的:
- 为了比较有和没有阅读障碍的儿童的行为,情绪和执行功能概况.
- 研究阅读障碍,情绪/行为问题和执行功能之间的关系.
主要方法:
- 一项涉及120名8至10岁儿童的比较研究,分为阅读障碍症和对照组.
- 使用BASC-3,SENA和ENFEN进行全面评估.
- 采用t测试,Levene测试和调解分析来解释数据.
主要成果:
- 患有阅读障碍的儿童表现出显著增加的侵略性,焦虑,抑郁和注意力问题.
- 在阅读障碍组中观察到执行功能的困难,特别是对干扰的抵抗力和口头流性.
- 阅读障碍与内化和外化情绪困难有关.
结论:
- 阅读障碍可能是执行功能和行为挑战的指标.
- 研究结果强调了阅读障碍对情绪健康和行为的重大影响.
- 强调需要为患有阅读障碍的儿童提供综合教育和治疗干预措施.
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