Table of Content

10 April 2025, Volume 33 Issue 4

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Professional Forum

Role of abacus learning in the intervention of dyscalculia

ZHOU Xinlin, LI Mianjun, HU Yuwei

2025, 33(4):  355-358.  DOI: 10.11852/zgetbjzz2025-0284

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In mathematics learning, some students frequently encounter various difficulties when completing arithmetic tasks, including have error-prone and slow responses.The developmental difficulty could be developmental dyscalculia (DD).DD, also known as arithmetic difficulty, is a specific mathematical learning disability that affects approximately 5% to 7% of school-age children.Although there are differences in mathematical performance among children from different cultural backgrounds, the prevalence of DD remains relatively stable worldwide.In recent years, abacus, as a traditional computational tool in the economic field, has gradually become a cognitive learning tool that promotes children's development, particularly in enhancing their arithmetic skills and addressing the arithmetic disorders.This article outlines the characteristics and incidence rates of dyscalculia, intervention methods, and the role of abacus learning in promoting computational skill development and its effectiveness in intervening with dyscalculia.

Identification and intervention of learning difficulties

JIN Xingming, CHI Xia

2025, 33(4):  359-362.  DOI: 10.11852/zgetbjzz2025-0200

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Learning difficulty is a commonly used clinical term that broadly represents a syndrome and narrowly refers to specific learning disabilities. Its etiology encompasses physiological, psychological, and environmental factors. Clinically, a comprehensive assessment is required to identify the spectrum of learning difficulties, make a diagnosis and differential diagnosis, and provide interventions and treatments. The child health care physicians play a crucial bridging role in clinical practice. Beyond assessment and referral, they must also emphasize the integration of medical and educational approaches and interdisciplinary team collaboration.

Early identification and intervention of learning difficulties

CHI Xia

2025, 33(4):  363-365.  DOI: 10.11852/zgetbjzz2025-0201

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Learning difficulties are a common and complex behavioral issue in child development, characterized by significantly low academic achievement, which severely impacts children's academic performance and mental health. In recent years, with the deepening understanding of learning difficulties, the early identification and intervention of these difficulties have increasingly become an important topic in the field of child healthcare. Based on both domestic and international research evidence as well as clinical practical experience, this article systematically elaborates on the approaches and strategies for the early identification and intervention of learning difficulties, aiming to provide guidance for child healthcare professionals.

Original Articles

Chain-mediating effects of school connectedness and academic burnout in the relationship between stress and depression among adolescents

WANG Yanzhe, WANG Qingyu, LIN Zheng, LI Sha

2025, 33(4):  366-371.  DOI: 10.11852/zgetbjzz2024-1335

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Objective To explore the chain-mediating effects of school connectedness and academic burnout on the relationship between stress and depressive symptoms in adolescents, in order to provide insights for early prevention and intervention of adolescent depression. Methods A cross-sectional survey was conducted from May to June 2019 among 490 adolescents in grades 7 - 11 from one middle and one high schools in Nanjing, China. The Center for Epidemiologic Studies Depression Scale (CES-D), Adolescent Academic Burnout Scale, School Connectedness Scale, and Perceived Stress Scale were used to assess depressive symptoms, academic burnout, school connectedness, and perceived stress, respectively. Spearman's rank correlation was used to analyze the relationships among variables, and the PROCESS macro in SPSS was employed to examine the chain mediation effects of school connectedness and academic burnout between stress and depressive symptoms. Results Significant correlations were observed among stress, school connectedness, academic burnout and depression (r=-0.487 to 0.634, P<0.001). Stress significantly predicted depressive symptoms (b=1.233, P<0.001). School connectedness and academic burnout independently mediated the relationship between stress and depression, with mediation effect sizes of 9.00% and 11.92%, respectively. Additionally, school connectedness and academic burnout acted as chain mediators between stress and depressive symptoms, with a mediation effect of 3.57%. Conclusion Perceived stress is directly related to depression and is also indirectly associated with depression in adolescents through the chain-mediating effects of school connectedness and academic burnout.

Development and psychometric analysis of Mathematics Learning Ability Scale for Preschool Children

YANG Wei, XU Qu, ZHANG Lei, JIANG Jiying, YAO Mengmeng, TONG Meiling, HONG Qin, CHI Xia

2025, 33(4):  372-377.  DOI: 10.11852/zgetbjzz2024-1468

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Objective To develop a mathematical ability assessment tool suitable for preschool children, and to conduct reliability and validity analysis, so as to provide a scientific and feasible instrument for the early clinical identification of children with mathematical learning difficulties. Methods The framework and items of the scale were constructed and revised based on expert consultations and preliminary surveys, ultimately forming the Preschool Children's Mathematical Learning Ability Scale. A multi-stage sampling method was employed, and a total of 500 children aged 3 - 6 years were included in the study. Reliability and validity analysis were conducted on the sample data. Results The Preschool Children's Mathematics Learning Ability Scale consisted of 24 items across four dimensions. In terms of validity testing, the exploratory factor analysis yielded a KMO value of 0.945, with four dimensions extracted. Confirmatory factor analysis showed that the scale structure model fit well, with χ²/df=3.033, RMSEA=0.064, CFI=0.917, TLI=0.907, and IFI=0.918. The correlation coefficients between each dimension and the total scale ranged from 0.755 to 0.924. Using the arithmetic subtest of the Wechsler Preschool and Primary Scale of Intelligence-Third Edition as a criterion, the correlation coefficient with the total scale was 0.811, and the correlation coefficients with individual dimensions ranged from 0.589 to 0.777. The reliability tests confirmed that the Cronbach's α coefficient for the total scale was 0.937, with each dimension ranging from 0.787 to 0.872. The split-half reliability of the total scale was 0.911, with each dimension ranging from 0.679 to 0.899. The test-retest reliability of the total scale was 0.986, with each dimensions ranging from 0.822 to 0.927. Conclusion The Preschool Children's Mathematics Learning Ability Scale demonstrates good reliability and validity, providing theoretical basis for the early identification and intervention of children with Mathematics learning difficulties.

Mediating roles of preschooler's emotion regulation in the effects of parental emotion socialization on preschooler's anxiety

WANG Furong, WANG Yuping

2025, 33(4):  378-382.  DOI: 10.11852/zgetbjzz2024-1116

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Objective To explore the relationships between parental emotion socialization, children's emotion regulation, and children's anxiety, in order to provide empirical evidence for family-based prevention of anxiety in preschool children. Methods A cluster sampling method was used to select 415 children aged 3 - 6 years from three public kindergartens in Xi'an. The Coping with Children's Negative Emotions Scale (CCNES), the Preschool Anxiety Scale (PAS), and the Emotion Regulation Checklist (ERC) were administered for data collection. Pearson correlation analysis was conducted using SPSS 27.0 to examine the relationships among variables. The Bootstrap method and the Process plugin were employed to test the mediating effects. Results 1) Parental supportive responses were significantly positively correlated with children's emotion regulation (r＝0.228, P<0.01) and significantly negatively correlated with children's anxiety levels (r＝-0.166, P<0.01). In contrast, parental non-supportive responses were significantly negatively correlated with children's emotion regulation (r＝-0.349, P<0.01) and significantly positively correlated with children's anxiety levels (r＝0.281, P<0.01). 2) In the mediation analysis, the direct effect of parental supportive responses on children's anxiety was not significant (β＝-0.060, P＝0.230). Children's emotion regulation fully mediated the relationship between parental supportive responses and children's anxiety, with a mediation effect of 0.087, accounting for 62.14% of the total effect. Parental non-supportive responses had a significant direct effect on children's anxiety (β＝0.145, P=0.002), and children's emotion regulation partially mediated the relationship between parental non-supportive responses and children's anxiety, with a mediation effect of 0.102, accounting for 48.57% of the total effect. Conclusions Parental emotional socialization and preschooler's emotional regulation have significant effects on preschooler's anxiety, and preschooler's emotional regulation plays a mediating role in the influence of parental emotional socialization on preschooler's anxiety.

Current situationand influencing factors of screening for early warning signs of mental and behavioral development in preschool children in Guiyang City

QIN Huiling, LUO Yan, ZHU Yan, SHEN Chengwei, ZHANG Jiacai, ZHOU Xin, JIN Lifang, ZHANG Fan

2025, 33(4):  383-389.  DOI: 10.11852/zgetbjzz2024-0973

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Objective To investigate the current status of early warning signs screening for psychobehavioral development among preschool children in Guiyang and its influencing factors, in order to provide a basis for promoting healthy child development and formulating preventive and control measures. Methods From May to July 2024, a stratified cluster random sampling method was used to investigate 1 668 children aged 3 to 6 years and their primary caregivers in 11 community health service centers/township hospitals in three districts and counties of Guiyang. The primary caregivers completed questionnaires on general information, the Chinese version of the Parent-Child Interaction Questionnaire, the Parenting and Family Adaptation Scale, and the Home Nurture Environment Scale for Children aged 3 - 6. Children were screened for psychobehavioral development problems using early warning signs. The χ² test and Wilcoxon rank-sum test were used for comparison of differences, and multivariate analysis was conducted using logistic regression analysis. Results The positive detection rate of early warning signs among children aged 3 to 6 years was 5.6%, with fine motor development issues being prominent, accounting for 6.2%, 3.5%, 2.5%, and 1.7% at 3、4、5、6 age groups, respectively. Age (χ²=13.675), maternal education level (χ²=6.743), parenting skills (Z=2.266), encouraging parenting (Z=2.171), parental adaptation (Z=2.690), neglect/punishment/interference (Z=-2.322) were associated with the positive detection rate of early warning signs in children (P<0.05). Multivariate analysis showed that being 3 years old (OR=3.441) and 4 years old (OR=2.362), maternal education(high school or college OR=3.113, junior high school education or below OR=2.623), and premature (OR=2.241) were positively correlated with positive early warning signs in children (P<0.05). High and medium levels of parenting skills (OR=0.515, 0.537) were negatively correlated with positive early warning signs in children (P<0.05). Conclusions The issue of psychobehavioral development among preschool children in Guiyang still requires attention. Child health professionals should provide targeted health education to caregivers based on the characteristics of each age group and enhance their parenting skills, thereby improving the family rearing environment and promoting healthy child development.

Network analysis of anxiety, depression and test anxiety in junior high school students

XIU Jin, GUO Fei, CHEN Zhiyan

2025, 33(4):  390-395.  DOI: 10.11852/zgetbjzz2024-0839

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Objectives To explore the network structure of anxiety, depression, and test anxiety among middle school students using network analysis, and to identify key symptoms and bridge symptoms within the symptom cluster, so as to get a deeper understanding of the comorbidity among these three conditions and provide a basis for effective prevention and intervention. Methods From December 2023 to January 2024, 1 309 middle school students were surveyed using the Generalized Anxiety Disorder sub-scale from the Screen for Child Anxiety Related Emotional Disorders (SCARED), the Center for Epidemiologic Studies Depression Scale (CESD), and the Multidimensional Test Anxiety Scale (MTAS). Gaussian graphical network models were used to estimate the network structure. Results Core symptoms in the network included "worrying about whether I can do things well (GAD8)", "depressed (CESD3)", "heart races when I take a test (MTAS8)", "worrying about being good as other kids (GAD3)", and "feeling panicked before exams (MTAS11)". Symptoms bridging anxiety, depression and test anxiety included "feeling depressed (CESD1)", "worrying that one is not as good as other children (GAD3)", "feeling nervous and uneasy (GAD2)", "worrying about things that have already happened (GAD9)", "feeling lonely (CESD6)", "having difficulty concentrating during exams (MTAS14)",and "feeling stomach discomfort during exams (MTAS12)". Conclusions The negative impacts of the comorbidity of anxiety, depression and test anxiety symptoms on middle school students could be reduced through prevention and interventions targeting core and bridge symptoms.

Emotional and behavioral problems of preschool children and their correlation with family factors

XIAO Yuhan, CHEN Tianjiao

2025, 33(4):  396-401.  DOI: 10.11852/zgetbjzz2024-0396

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Objective To explore the emotional and behavioral problems of preschool children and their correlation with family factors, in order to provide a basis for early prevention of such problems. Methods From March to June 2023, a cluster sampling method was adopted to select 912 preschool children aged 3 to 6 years from 10 kindergartens in Haidian District, Beijing. The Strengths and Difficulties Questionnaire (SDQ) was used to assess children's emotional and behavioral problems, while the 12-item General Health Questionnaire (GHQ-12) was employed to evaluate parents' mental health status, and the Parenting Stress Index/Short Form (PSI/SF) was used to assess parenting stress. The χ² test was applied to compare differences in the detection rates of children's emotional and behavioral problems. Multivariable logistic regression analysis was conducted to explore the correlation of children's emotional and behavioral problems with parents' mental health status and parenting stress. A structural equation model was constructed to test the mediating effect of parenting stress on the influence of parents' mental health status on children's emotional and behavioral problems. Results The detection rate of emotional and behavioral problems among preschool children in Haidian District, Beijing, was 19.0% (173/912), with varying detection rates among children with different living and behavioral characteristics and socioeconomic status. The detection rates of poor mental health status and increased parenting stress among parents were 18.0%(164/912) and 20.0%(182/912), respectively. Poor mental health status of parents (OR=2.73, P<0.001) and increased parenting stress (OR=6.62, P<0.001) were associated with an increased risk of emotional and behavioral problems in children. Parents' mental health status could influence children's emotional and behavioral problems through parenting stress (β=0.25, P<0.001). Conclusion Poor mental health status of parents and increased parenting stress are associated with emotional and behavioral problems in preschool children. Early identification and intervention in parents' mental health issues and relief of parenting stress have positive implications for the prevention of emotional and behavioral problems in preschool children.

Diagnostic performance of functional near-infrared spectroscopy combined with behavioral assessment in attention-deficit hyperactivity disorder

ZHANG Xi, REN Jiaojiao, GAO Hong, BAI Ruibei, WANG Zhaohui

2025, 33(4):  402-408.  DOI: 10.11852/zgetbjzz2024-1153

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Objective To explore the prefrontal cortex (PFC) activation levels in children with attention deficit hyperactivity disorder (ADHD) during task states using functional near-infrared spectroscopy (fNIRS), and to evaluate the diagnostic value of combining PFC activation with behavioral assessments for distinguishing ADHD, so as to provide a basis for early diagnosis. Methods A total of 40 children diagnosed with ADHD and 30 healthy children undergoing routine health check-ups atthe Children's Health Department of Xi'an People's Hospital (Xi'an Fourth Hospital) from July 2023 to July 2024 were recruited. A 22-channel fNIRS device was used to measure changes in oxygenated hemoglobin (HbO₂) concentration in the PFC during a verbal fluency task (VFT). The Conners Parent Symptom Questionnaire (PSQ) was administered, and correlations between PSQ scores and PFC HbO₂ levels were analyzed. Receiver operating characteristic (ROC) curve analysis was performed to assess the sensitivity and specificity of combining HbO₂ levels with PSQ scores for ADHD diagnosis. Results Compared to healthy children, ADHD children exhibited significantly lower HbO₂ levels in the right dorsolateral prefrontal cortex (rDLPFC), left dorsolateral prefrontal cortex (lDLPFC), right frontopolar cortex (rFPC), medial prefrontal cortex (mFPC), and Brodmann area 8 (BA8) (Z＝4.115, 2.363, 3.591, 2.578, 2.936, P<0.05). ADHD children also scored higher on the PSQ subscales for conduct problems, learning problems, impulsivity-hyperactivity, and hyperactivity index (Z＝3.827, 4.065, 5.531, 4.827, P<0.05). Negative correlations were observed between learning problems and HbO₂ levels in the rDLPFC, rFPC, and mFPC (r＝-0.336,-0.412,-0.310, P<0.05), between impulsivity-hyperactivity and HbO₂ levels in the mFPC (r＝-0.382, P<0.05), and between the hyperactivity index and HbO₂ levels in the rDLPFC, rFPC, mFPC, and BA8 (r＝-0.393,-0.445,-0.431,-0.339, P<0.05). The area under the ROC curve (AUC) for the combined prediction of ADHD using HbO₂ levels in the rDLPFC, lDLPFC, rFPC, lFPC, mFPC, and BA8 along with the hyperactivity index was 0.884, 0.877, 0.883, 0.900, 0.896, and 0.884, respectively, all of which were higher than the AUCs for HbO₂ levels or the hyperactivity index alone. Conclusion Children with ADHD exhibit impaired PFC function, and the combination of PFC HbO₂ levels and PSQ scores demonstrates significant diagnostic value for ADHD.

Review

Application of bibliotherapy in the rehabilitation of children with disabilities

YANG Lei, YE Jinlin, XIAN Yajing, LI Xianhong

2025, 33(4):  409-414.  DOI: 10.11852/zgetbjzz2023-1322

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In recent years, bibliotherapy has been gradually applied in the field of cognitive, emotional and behavioral rehabilitation for children with disabilities. This review combs the theoretical mechanisms, implementation methods, functions and effects of bibliotherapy applied to children with disabilities, thereby providing references for further promoting and deepening the application of bibliotherapy in the rehabilitation of children with disabilities.

Correlation between childhood neglect and non-suicidal self-injury in adolescents

ZHU Zhengmin, JIANG Xiaojian, GE Yingqiong, TAN Bican, ZOU Shuting

2025, 33(4):  415-420.  DOI: 10.11852/zgetbjzz2023-1391

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Non-suicidal self-injury(NSSI) is highly prevalent among adolescents, which is an important cause of adolescent physical and mental health problems.Childhood neglect, as a common risk factor during individual development, leads to numerous adverse outcomes, with NSSI emerging as a focal point in recent research.This article reviews the relevant research on childhood neglect and NSSI behavior of adolescents at home and abroad, summarizes the relevant mechanisms and influencing factors, in order to provide reference for the prevention and treatment of NSSI in adolescents.

Research progress on daily living skills in patients with autism spectrum disorder

XU Haiping, ZHU Yiru, DING Dandan, DU Xiaoyan, ZHANG Xueqin, LI Xuehan, WANG Zhuanli, HU Yawen

2025, 33(4):  421-425.  DOI: 10.11852/zgetbjzz2024-0196

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Individuals with autism spectrum disorder(ASD) may have varying degrees of daily living skills deficits(DLS), and DLS interventions play an important role in improving quality of life and better integrating into society.This study provides an overview of the current status of DLS in individuals with ASD, the influencing factors, and types of intervention programs,and provides insights and suggestions for the development of relevant intervention plans.

Application of machine learning and deep learning in the diagnosis of attention deficit hyperactivity disorder

TAN Jing, CHEN Li

2025, 33(4):  426-430.  DOI: 10.11852/zgetbjzz2024-0510

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Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children, which lacks objective tests and is difficult to diagnose. This paper reviews the application of machine learning and deep learning in ADHD diagnosis and the value of assisted diagnosis. Research in this field focuses on several key areas: text analysis, electrophysiological testing, neuroimaging, behavioral data analysis, genomics, and multi-omics studies. Despite the significant potential demonstrated by machine learning and deep learning in diagnosing ADHD, challenges such as data quality, overfitting, model interpretability, and ethical issues remain. Future research needs to be focused in the areas of improving algorithm performance, enhancing model interpretability, ensuring data privacy and security, and validating on a broader range of clinical samples.

Meta Analysis

Meta-analysis of cognitive behavioral therapy for improving anxiety symptoms in patients with autism spectrum disorder

CHENG Yichao, SHI Jiaxin, WANG Jiacheng, JIANG Zhimei

2025, 33(4):  431-438.  DOI: 10.11852/zgetbjzz2024-0542

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Objective To analyze the therapeutic effect of cognitive behavioral therapy (CBT) on anxiety symptoms in patients with autism spectrum disorder by Meta-analysis. Methods Seven Chinese and foreign databases, including CNKI, Wanfang Data, China Biology Medicine (CBM), PubMed, Cochrane Library, Web of Science, and Embase, were searched for relevant literature published from the inception of the databases to May 1st, 2024. Two researchers independently assessed the quality of the included studies according to the relevant criteria in the Cochrane evaluation tool. The outcome indicators included the Spence Children's Anxiety Scale-Child/Parent version (SCAS-C/P), Pediatric Anxiety Rating Scale (PARS), Anxiety Disorders Interview Schedule (ADIS), Multidimensional Anxiety Scale for Children-Parent version (MASC-P), and State-Trait Anxiety Inventory (STAI). The included literature data were analyzed using RevMan 5.4 and Stata 17.0 software. Results A total of 11 foreign language articles were included in the Meta-analysis, with a total sample size of 483.Meta-analysis showed that the anxiety symptom-related assessment scale scores in the experimental group after treatment were better than those in the control group (SMD=-0.69,95%CI:-0.88~-0.50,P＜0.001), and there was a statistically significant difference in treatment outcomes between the experimental and control groups. The subgroup analysis results showed that the improvements in anxiety symptoms was the most obvious in PARS scale (SMD=-0.98, 95%CI:-1.30 to -0.66, P<0.001). CBT specifically tailored for ASD (BIACA) had the most significant effect on improving anxiety symptoms compared to other types of CBT (SMD=-0.98, 95%CI:-1.30 to -0.66, P<0.001). The best improvement in the severity of anxiety symptoms was observed with a treatment duration of over 14 weeks (SMD=-0.87, 95%CI:-1.16 to -0.58, P<0.001). Conclusions CBT has a good therapeutic effect on improving anxiety symptoms in children with ASD. However, its effectiveness may be influenced by factors such as outcome indicators, types of CBT, and treatment duration. Appropriate treatment duration with BIACA can better improve anxiety symptoms in patients with ASD.

Clinical Research

Differences in intellectual levels and grade distributions among children with language development disorders, functional articulation disorders, and learning difficulties

ZHANG Wei, REN Lingmin, FANG Shuanfeng, YANG Qi

2025, 33(4):  439-443.  DOI: 10.11852/zgetbjzz2023-1177

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Objective To compare the differences in intelligence levels and the distribution of intelligence levels among children aged 6 to 16 years with language development disorder (LDD), functional articulation disorder (FAD), and learning difficulties (LD), in order to provide a more scientific basis for precise diagnosis and intervention. Methods A retrospective study was conducted to collect data of 139 children with LDD, 142 children with FAD, and 106 children with LD who met clinical diagnostic criteria in the Child Healthcare Department of Henan Children's Hospital from October 2014 to September 2022. The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-Ⅳ) was used to assess the intelligence levels of these three groups of children. Based on IQ scores, participants were categorized into five levels: Borderline, low-average, average, high-average, and superior. Results The proportions of children at the borderline IQ level were 22.3%, 33.1%, and 34.0% for LDD, FAD and LD groups, respectively; the proportions in the low-average range were 33.1%, 30.3%, and 21.7%; the proportions in the average range were 38.9%, 32.4%, and 42.5%; the proportions in the high-average range were 3.6%, 3.5%, and 1.9%; and the proportions in the superior range were 2.2%, 0.7%, and 0%, respectively. The verbal comprehension index of children with LDD was significantly higher than that of children with FAD (P<0.05); the processing speed index of children with FAD was significantly higher than that of children with LD (P<0.05). After controlling for gender, parental education level was significantly positively correlated with verbal comprehension, perceptual reasoning, working memory indexes and full-scale IQ of children with LDD (r=0.416, 0.288, 0.239, 0.409, P<0.01). For children with FAD, parental education level was only significantly positively correlated with their verbal comprehension index (r=0.224, P<0.01). For children with LD, grade was significantly positively correlated with their perceptual reasoning index (r=0.206, P<0.05), and parental education level was significantly positively correlated with their verbal comprehension and working memory indexes (r=0.195, 0.234, P<0.05). Conclusions Children with LDD demonstrate better verbal comprehension abilities compared to children with FAD, while children with FAD exhibit faster processing speeds compared to children with LD. Different patterns emerge in the association of IQ and various indices with grade and parental education level among the three groups of children.

Mediating and moderating effects of social support and stressful life events on the relationship between parental positive parenting styles and depression among high altitude adolescents

LIN Yuerui, ZHANG Xueqian, CHEN Lina, ZHANG Yajing, SUN Qi, LIU Huaqing

2025, 33(4):  444-450.  DOI: 10.11852/zgetbjzz2024-0764

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Objective To explore the relationships among parental positive parenting styles, social support, stressful life events, and depression, in order to provide theoretical evidence for preventing and improving depression among adolescents in high-altitude areas. Methods From January to March 2024, 1 597 high school students in Xining and Yushu cities of Qinghai Province were surveyed using theEgma Minnen av Bardndosna uppforstran (EMBU), Social Support Rating Scale (SSRS), Adolescent Self-Rating Life Events Check List (ASLEC), and Center for Epidemiologic Studies Depression Scale (CES-D). Results Positive parenting style was significantly negatively correlated with depression (father:β=-0.10, P<0.001; mother:β=-0.07, P<0.01). Social support partially mediated the relationship between parental positive parenting styles and depression (father:β=-0.16, 95%CI : -0.19 - -0.13; mother:β=-0.03, 95%CI: -0.06- -0.01). As the level of stressful life events increased, the impact of parental positive parenting styles on depression disappeared (father:from β=-0.10 to β=0.02; mother:from β=-0.08 to β=0.00).The impact of social support on depression weakened with high stressful life events (father:from β=-0.23 to β=-0.12; mother:from β=-0.26 to β=-0.12). Conclusions Parental positive parenting styles can not only directly predict depression among adolescents in high-altitude areas but also indirectly predict it through the mediation of social support, and this relationship is moderated by stressful life events. The occurrence of depression among adolescents in high-altitude areas can be effectively reduced by enhancing parental positive parenting styles, increasing social support, and promptly addressing stressful life events.

Developmental differences between children with autism spectrum disorder and developmental language disorders

YANG Yifan, XIAO Xuebin, TAN Yafei, WANG Shiqiong, LI Ruizhen, JIA Meixiang

2025, 33(4):  451-455.  DOI: 10.11852/zgetbjzz2024-1421

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Objective To compare the differences in developmental levels of adaptive behavior, gross motor skills, fine motor skills, language, and personal-social abilities between children with autism spectrum disorder (ASD) and developmental language disorder (DLD), in order to provide a basis for differential diagnosis and rehabilitation training. Methods A total of 268 children with ASD and 150 children with DLD who visited the Child Health Department of Wuhan Children's Hospital from March 2022 to May 2024 were selected.All children were assessed using the Gesell Developmental Scale. Results The mean scores of children in both the ASD and DLD groups were below the normal level in the five domains of adaptive behavior, gross motor skills, fine motor skills, language, and personal-social abilities.Both groups scored the lowest in the language and social domains.The developmental levels in all domains were significantly more delayed in the ASD group compared to the DLD group (t'=8.541, 4.398, 7.194, 6.405, 9.354, P<0.001).When the product of language quotient (%) and social quotient (%) was less than 0.39, the sensitivity and specificity for diagnosing ASD were 69% and 65%, respectively (OR=0.96, 95% CI: 0.94-0.97, P<0.001). Conclusions Children with ASD and children with DLD both have impairments in the five developmental domains, with the ASD group showing more severe deficits.Both groups exhibit the most significant impairments in the language and social domains.These differences are helpful for clinical differential diagnosis and early intervention.

Appropriate Technology

Exploration and clinical application of online mode for early screening of autism spectrum disorder

CHEN Jierong, WAN Guobin, WEI Zhen, HUANG Minshi

2025, 33(4):  456-460.  DOI: 10.11852/zgetbjzz2024-1080

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Objective To explore the feasibility of a self-developed scale based on an online platform for early detection of autism spectrum disorder (ASD). Methods By referring to overseas online screening systems, existing screening scales, and the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition(DSM-5) diagnostic criteria, a self-developed screening scale was compiled, with two age-specific versions with a total of 11 items. Based on this scale, an online screening system named "Xiaoxiaoqimingxing" was developed. From December 2019 to February 2020, 1 073 eligible children with an average age of (18.1±4.6) months were recruited from psychological clinics to take online screening. The screening effectiveness of the online system and its consistency with the Modified Checklist for Autism in Toddlers, Revised with Follow-up (M-CHAT-R/F) Scale were analyzed. Results When screening using the 12-month age-specific scale, a total of 568 children with an average age of (13.6±1.2) months were involved, yielding a sensitivity of 0.83 and a specificity of 0.98. When screening using the 18- and 24-month age-specific scale, a total of 505 children with an average age of (21.3±2.6) months participated, resulting in a sensitivity of 0.77 and a specificity of 0.81. The consistency between the self-developed scale and the M-CHAT-R/F scale reached 75.8%, with a Kappa value of 0.422. Conclusions "Xiaoxiaoqimingxing", as a localized online screening system for ASD, demonstrates good reliability and validity, although some items require further revision and community-based validation. The online screening mode exhibits feasibility and clinical value, warranting further promotion and use in early ASD screening.