Maag John W, Reid Robert
University of Nebraska-Lincoln, NE 68583-0732, USA.
J Learn Disabil. 2006 Jan-Feb;39(1):3-10. doi: 10.1177/00222194060390010201.
Researchers have found that students with learning disabilities (LD) obtain statistically higher scores on measures of depression than their peers without LD. However, what is not known is whether students with LD display greater levels of clinical depression than their peers without LD. If they do, then special education services should address this area of concern. If they do not, then the current mental health system may be adequate to treat children and adolescents with depression regardless of whether they have concomitant LD. The purpose of this study was to meta-analyze the data-based literature and quantify mean differences in depression measure scores and levels of clinical depression between students with and without LD.
研究人员发现，学习障碍（LD）学生在抑郁量表上的得分在统计学上高于无学习障碍的同龄人。然而，尚不清楚的是，有学习障碍的学生是否比没有学习障碍的同龄人表现出更高水平的临床抑郁症。如果是这样，那么特殊教育服务就应该解决这一令人担忧的领域。如果不是，那么当前的心理健康系统可能足以治疗患有抑郁症的儿童和青少年，无论他们是否伴有学习障碍。本研究的目的是对基于数据的文献进行荟萃分析，并量化有学习障碍和无学习障碍学生在抑郁测量分数和临床抑郁水平上的平均差异。
