韦氏儿童智力量表第四版对学习障碍评估和干预的价值  

The Value of WISC-IV in the Evaluation and Intervention of Learning Disabilities

作　　者：臧玲[1,2] 张微[1,2] 刘华山[1,2] 

机构地区：[1]青少年网络心理与行为教育部重点实验室,武汉430079 [2]华中师范大学心理学院暨湖北省人的发展与心理健康重点实验室,武汉430079

出　　处：《中国特殊教育》2012年第7期67-73,共7页Chinese Journal of Special Education

基　　金：华中师范大学985教师教育创新平台项目"班级为本的学校心理辅导工作模式及中小学生重点心理问题研究"(项目批准号:985ZB0305);全国"十一五"教育规划国家青年基金项目"儿童阅读障碍与注意缺陷多动障碍的语音回路功能对比研究"(项目批准号:CBA090119)的研究成果

摘　　要：学习障碍儿童在基本的听、说、读、写、算等认知加工过程上存在困难,不同类型的学习障碍儿童在韦氏智力量表上的表现具有特异性,这是由于韦氏智力量表的内在结构与一些特定的认知加工过程有关。为加强韦氏智力量表的临床效应,第四版(WISC-IV)在结构、内容、功能等方面进一步优化调整,更加突出了量表对特殊学习者和情绪及行为障碍儿童的临床辨别力不同类型的学习障碍儿童在韦氏智力量表第四版特定分量表及特定的合成指数和认知加工指数上有特异性表现,这既可以成为临床辅助评估的出发点,同时也可以为不同类型的学习障碍儿童的个体化认知加工训练提供参考。Children with learning disabilities have difficulty in basic listening, speaking, reading, writing, computing, and other aspects of cognitive processing, and different types of children with learning disabilities show extraordinary performance based on the Wechsler Intelligence Scale for Children （WISC）, whose internal structure： is connected with some specific cognitive processing. The WISC-Ⅳ optimizes the structure, content, and functions of the Scale in order to strengtben its clinical effect, and highlights the clinical identification of learners with special needs and children with emotional and behavioral disorders; in particular, different types of children with learning disabilities show extraordinary performance in some specific subscales of the WISC-Ⅳ, cer- tain synthetic indexes and cognitive processing indexes. This can not only become the starting point of the assis- tant clinical assessment, but can also provide a reference for the individualized training involving cognitive pro- cessing targeting different types of children with learning disabilities.

关 键 词：韦氏儿童智力量表第四版 学习障碍 评估 干预 

分 类 号：G449[哲学宗教—心理学]