Prior M, Smart D, Sanson A, Oberklaid F
Royal Children's Hospital, Melbourne, Australia.
J Am Acad Child Adolesc Psychiatry. 1999 Apr;38(4):429-36. doi: 10.1097/00004583-199904000-00016.
To examine the relationships between learning difficulties and behavior problems in preadolescent children both concurrently and longitudinally, using data from the Australian Temperament Project, and to examine associations between DSM-diagnosed disorders and types of learning difficulties.
Clinical and comparison groups of 11- to 12-year-old children were assessed on behavioral and learning indices and completed a structured diagnostic interview. Longitudinal data were available from earlier surveys of the development of these children.
Children in the clinical group were disadvantaged on all learning and behavioral indices, and their problems in many cases had been evident from 7 to 8 years of age. There were specific associations between types of learning difficulties and both internalizing and externalizing disorders. Numeracy difficulties were strongly associated with DSM diagnoses for both boys and girls, and externalizing problems tended to co-occur with a combination of learning problems.
Behavioral maladjustment in many domains is strongly associated with learning difficulties even after intelligence and socioeconomic factors are controlled. The odds ratios for persistence of difficulties throughout elementary school are extremely high for children with clinical problems.
利用澳大利亚气质项目的数据，同时从纵向和横向角度研究青春期前儿童学习困难与行为问题之间的关系，并研究精神疾病诊断与统计手册（DSM）诊断的障碍与学习困难类型之间的关联。
对11至12岁儿童的临床组和对照组进行行为和学习指标评估，并完成结构化诊断访谈。纵向数据来自对这些儿童早期发展情况的调查。
临床组儿童在所有学习和行为指标上都处于劣势，他们的问题在许多情况下从7至8岁就已显现。学习困难类型与内化和外化障碍之间存在特定关联。算术困难与男孩和女孩的DSM诊断密切相关，外化问题往往与多种学习问题同时出现。
即使在控制了智力和社会经济因素之后，许多领域的行为失调仍与学习困难密切相关。有临床问题的儿童在整个小学阶段持续存在困难的几率极高。
