目的 比较6~16岁语言发育障碍(LDD)、功能性构音障碍(FAD)及学习困难(LD)儿童的智力水平和智力等级分布的差异,以便为后续精准诊断和干预提供更加科学的依据。方法 采用回顾性研究方法收集2014年10月—2022年9月河南省儿童医院儿童保健科符合临床诊断标准的139例LDD、142例FAD和106例LD儿童,采用韦氏儿童智力量表第四版测试这三类儿童的智力水平,根据智商得分划分为临界、中下、中等、中上、优秀5个等级。结果 LDD、FAD、LD 3类患者的智商等级临界比例分别为22.3%、33.1%、34.0%,中下比例分别为33.1%、30.3%、21.7%,中等比例分别为38.9%、32.4%、42.5%,中上比例分别为3.6%、3.5%、1.9%,优秀比例分别为2.2%、0.7%、0%。LDD儿童的言语理解指数显著高于FAD儿童(P<0.05);FAD儿童的加工速度指数显著高于LD儿童(P<0.05)。在控制性别后,对于LDD儿童,父母文化程度与言语理解、知觉推理、工作记忆和总智商呈显著正相关(r=0.416、0.288、0.239、0.409, P<0.01);对于FAD儿童,父母文化程度仅与言语理解呈显著正相关(r=0.224, P<0.01);对于LD儿童,年级与知觉推理呈显著正相关(r=0.206, P<0.05),父母文化程度与言语理解和工作记忆呈显著正相关(r= 0.195、0.234, P<0.05)。结论 LDD儿童比FAD儿童表现出更优的言语理解能力;而FAD儿童比LD儿童表现出更快的加工速度优势;三组儿童智商和各指数与年级、父母文化程度之间的关系呈现不同的模式。
Abstract
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.
关键词
学习困难 /
构音障碍 /
语言发育障碍 /
智力 /
智商
Key words
learning difficulties /
functional articulation disorder /
language development disorder /
intelligence /
intelligence quotient
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基金
河南省医学科技攻关计划联合共建项目(LHGJ20190903);安徽省高等学校科学研究项目(人文社会科学)重点项目(2024AH052988);阜阳师范大学博士科研启动费(2024KYQD0025);阜阳师范大学博士立项重点建设学科“教育”(24BSZD06);阜阳师范大学教育学院校级科研创新团队“认知发展与心理健康教育研究中心”(kytd202416)
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