在伊朗小学学生中构建和标准化非语言学习障碍 (NLD) 测试
Abolghasem Yaghoobi1, Kambiz Karimi2, Maryam Palangi3
1Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
Applied neuropsychology. Child
|January 19, 2026
概括
一个新的尺度有效地识别了小学学生的非语言学习障碍 (NVLD). 这种可靠和有效的工具有助于诊断NVLD,将受影响的儿童与典型发育的同龄人区分开来.
科学领域:
- 神经心理学 神经心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 非语言学习障碍 (NVLD) 是学习和推理挑战的重要指标.
- 准确的评估工具对于早期识别和干预小学学生至关重要.
研究的目的:
- 开发和验证一个全面的尺度来评估小学学生的非语言学习障碍.
- 确定新评估工具的可靠性,结构有效性和诊断效用.
主要方法:
- 采用了一种连续的探索性混合方法设计.
- 有147名NVLD学生和198名典型发展型学生 (1-6年级) 参加.
- 一个基于表现的神经心理测试电池与12个子尺度被开发和管理.
主要成果:
- 该尺度显示出高可靠性 (克朗巴赫的α=0.92).
- 确认因素分析证实了适当的结构有效性.
- 该尺度有效地将NVLD的学生与典型的同龄人区分开来,显示出诊断效用.
结论:
- 开发的尺度是诊断小学学生非语言学习障碍的有效和可靠工具.
- 该尺度为临床使用提供了等级特定的截止分数和性能类别.
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