[1] 美国精神医学学会.精神障碍诊断与统计手册[M].张道龙等,译.北京:北京大学出版社, 2015.
[2] 中华人民共和国国家卫生健康委.精神障碍诊疗规范(2020年版)[EB/OL].2020.http://www.nhc.gov.cn
[3] 郑毅, 柯晓燕, 陶国泰.儿童青少年精神医学[M].南京:江苏凤凰科学技术出版社, 2023.
[4] Petryshen TL, Pauls DL.The genetics of reading disability[J].Curr Psychiatry Rep, 2009, 11(2):149-155.
[5] 金星明.学习困难综合征[J].中国儿童保健杂志, 2000,8 (2): 102-103.
[6] 许琪,王建红,周波,等.儿童屏幕暴露对语言能力的影响[J].中华儿科杂志, 2023, 61(4):328-332.
[7] 王久菊,孟祥芝,李虹,等.汉语发展性阅读障碍诊断与干预的专家意见[J].中国心理卫生杂志,2023,37(3):185-191.
[8] 范奕敏, 张湘琳,曹玉卿,等.小学生阅读障碍行为筛查家长问卷的编制及信效度检验[J].心理与行为研究, 2021, 19 (4):521-527.
[9] Fan Y, Li Y, Luo M, et al.An abbreviated Chinese dyslexia screening behavior checklist for primary school students using a machine learning approach[J].Behav Res Methods, 2024, 56(7):7892-7911.
[10] Li H, Shu H, McBride-Chang C, et al.Chinese children's character recognition: Visuo-orthographic, phonological processing and morphological skills[J].J Res Read, 2012, 35(3):287-307.
[11] Liu Y, Georgiou GK,Zhang Y, et al.Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese[J].Int J Educ Res, 2017, 82:75-90.
[12] Liu Z, Wang L, Wang T, et al.The Developmental Dyslexia Scale for Standard Mandarin: A study among early primary students[J].Res Dev Disabil, 2024, 154: 104841.
[13] Cheng D, Zhou A, Yu X,et al.Quantifier processing can be dissociated from numerical processing: Evidence from semantic dementia patients[J].Neuropsychologia, 2013, 51(11):2172-2183.
[14] Wei W, Yuan H, Chen C,et al.Cognitive correlates of performance in advanced mathematics.[J].British Journal of Educational Psychology, 2012, 82(1):157-181.
[15] Cheng D, Xiao Q, Cui J, et al.Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception [J].Dev Sci, 2020, 23(4):e12910.
[16] Rapport MD, Eckrich SJ, Calub C, et al.Executive function training for children with attention-deficit/hyperactivity disorder[M]// Martel MM.The clinical guide to assessment and treatment of childhood learning and attention problems.Elsevier Academic Press, 2020: 171-196.
[17] Boetzel C, Herrmann CS.Potential targets for the treatment of ADHD using transcranial electrical current stimulation[J].Prog Brain Res, 2021, 264: 151-170.
[18] Hughes CA, Dexter DD.Response to intervention: A research-based summary[J].Theory Pract, 2011, 50(1): 4-11.
[19] Gurwitch RH, Salem H, Nelson MM, et al.Leveraging parent-child interaction therapy and telehealth capacities to address the unique needs of young children during the COVID-19 public health crisis[J].Psychol Trauma: Theory Res Pract Policy, 2020, 12(Suppl1): 82.
[20] 符祥浈, 张永昶, 金文婷,等.新森林父母培训方案对注意缺陷多动障碍儿童家庭的初步干预研究[J].中华行为医学与脑科学杂志,2023, 32(10): 886-893.
[21] Samimi Z, Hokmabadi ME, Lobnani SP, et al.The effectiveness of emotion management training on social skills and the sense of competence in school students[J].Religación: Revista de Ciencias Socialesy Humanidades, 2019, 4(13): 383-395.
[22] Drigas A, Mitsea E, Skianis C.Virtual reality and metacognition training techniques for learning disabilities[J].Sustainability, 2022, 14(16): 10170.
[23] Cheng D, Xiao Q, Cui J, et al.Short‐term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception[J].Dev Sci, 2020, 23(4): e12910.
[24] 王春杰, 耿凤基, 姚远, 等.珠心算训练对儿童数学, 认知转换能力及其关系的影响[J].珠算与珠心算, 2018, 39 (2): 8-21.
[25] Cui J, Wang L, Li D, et al.Verbalized arithmetic principles correlate with mathematics achievement[J].Br J Educ Psychol, 2024, 94(1): 41-57.
[26] Judd N, Klingberg T.Training spatial cognition enhances mathematical learning in a randomized study of 17,000 children[J].Nat Hum Behav, 2021, 5(11): 1548-1554.
[27] Wolraich ML, Hagan JF, Allan C.et al.Clinical practice guideline for the diagnosis,evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents[J].Pediatrics, 2019, 14(4): e20192528.
[28] BlankR, Barnett AL, Cairney J, et al.International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder[J].Dev Med Child Neurol,2019,61(3):242-285.
[29] 贾飞勇.发育性协调障碍医-校-家多场景联合干预的创设[J].中国儿童保健杂志,2024,32(5):471-474.
[30] 公海玲,苏慧,宫慧娜.信息技术应用于智力障碍儿童工作记忆干预的研究进展[J].现代特殊教育,2022,31(20):41-48.
[31] 陈仁吉.言语康复指南[M].北京:人民卫生出版社,2023:176-209.
[32] 胡建民.视觉康复师培训教材[M].北京:北京出版社,2018.
[33] Gonca B,Tukel SK.An investigation of the factors affecting handwriting skill in children with hemiplegic cerebral palsy[J].Disabil Rehabil, 2010,32(8):692-703. |
