学习障碍儿童的主客观心理和行为特征分析  

Analysis of subjective and objective psychological and behavioral characteristics of children with learning disabilities

作　　者：欧玉华 袁淑燕[1] 郭小芳[1] OU Yu-hua;YUAN Shu-yan;GUO Xiao-fang(Department of Child Health,Jiangmen Xinhui District Maternal and Child Health Hospital,Jiangmen 529100,Guangdong,CHINA)

机构地区：[1]江门市新会区妇幼保健院儿保科,广东江门529100

出　　处：《海南医学》2024年第17期2486-2491,共6页Hainan Medical Journal

基　　金：广东省江门市卫生健康局科学技术研究项目(编号:22A038)。

摘　　要：目的分析学习障碍儿童的主客观心理和行为特征表现。方法回顾性分析2021年4月至2023年12月在江门市新会区妇幼保健院儿童保健心理门诊就诊的84例学习障碍儿童的临床资料,并根据年龄分为7~10岁学习障碍儿童组51例,11~14岁学习障碍儿童组33例。同期随机匹配同学校健康的96例非学习障碍儿童作为对照组。采用Achenbach行为量表(CBCL/4-16)评价儿童行为,采用儿童少年生活质量量表(QLSCA)评价儿童生活质量,比较两组儿童的心理和行为特征。结果7~10岁学习障碍儿童组女童与对照组女童CBCL评分中的攻击、多动评分比较差异均有统计学意义(P<0.05),同年龄段两组男童CBCL评分中的违纪、攻击、多动评分比较差异均有统计学意义(P<0.05);11~14岁学习障碍儿童组女童与对照组女童CBCL评分中的违纪、社交退缩及抑郁评分比较差异均有统计学意义(P<0.05),同年龄段的两组男童CBCL评分中的违纪、攻击、社交退缩及抑郁评分比较差异均有统计学意义(P<0.05);7~10岁学习障碍儿童组与对照组同性别儿童QLSCA评分中的同伴关系、师生关系评分比较差异均有统计学意义(P<0.05);11~14岁学习障碍儿童组与对照组同性别儿童QLSCA评分中的作业态度、负性情绪、生活能力与态度、亲子关系、同伴关系、师生关系、自我满意度方面比较差异有统计学意义(P<0.05);学习障碍儿童组儿童的多动、孤独、焦虑及抑郁、低自信、内向、敌对和冲动率分别为57.14%、59.52%、65.48%、51.19%、35.71%、30.95%、22.62%,明显高于对照组儿童的11.46%、8.33%、5.21%、10.42%、7.29%、6.25%、4.17%,差异均有统计学意义(P<0.05)。结论学习障碍儿童的心理及行为问题突出,且不同年龄阶段的学习障碍儿童行为存在差异,11~14岁学习障碍儿童对生活质量的满意度更低,应加强对此类儿童心理行为的关注。Objective To analyze the subjective and objective psychological and behavioral characteristics of children with learning disabilities.Methods A retrospective analysis was conducted on the clinical data of 84 children with learning disabilities who visited the Child Health Psychological Clinic,Jiangmen Xinhui District Maternal and Child Health Hospital from April 2021 to December 2023.The patients were divided into a group with 51 children aged 7-10 and a group with 33 children aged 11-14,based on their age.In the same period,96 healthy children without learn-ing disabilities were randomly selected as the control group.The Child Behavior Checklist(CBCL/4-16;Achenbach)was used to evaluate children's behavior,and Quality of Life Scale for Children and Adolescents(QLSCA)was used to evaluate children's quality of life.The psychological and behavioral characteristics were compared between the two groups of children.Results There were statistically significant differences in aggression and hyperactivity scores in CBCL between girls with learning disabilities aged 7 to 10 years and girls in the control group(P<0.05),and there were statistically significant differences in discipline violation,aggression,and hyperactivity scores between boys of the same age group and the control group(P<0.05).There were statistically significant differences in the scores of discipline viola-tion,social withdrawal,and depression in the CBCL scores of girls with learning disabilities aged 11 to 14 years and girls in the control group(P<0.05),and there were statistically significant differences in the scores of discipline viola-tion,aggression,social withdrawal,and depression in the CBCL scores of boys of the same age group(P<0.05).There were statistically significant differences in the peer relationship and teacher-student relationship scores of the children with learning disabilities aged 7 to 10 years and the children of the same gender in the control group(P<0.05).There were significant differences in the QLSCA scores between the children

关 键 词：学习障碍 儿童 心理特征 行为特征 Achenbach行为量表 儿童少年生活质量量表 

分 类 号：R729[医药卫生—儿科]