Dellatolas G, Watier L, Giannopulu I, Chevrie-Muller C
Service de recherches en épidémiologie et biostatistique, U780 Inserm, IFR 69, 16, avenue Paul-Vaillant-Couturier, 94807 Villejuif cedex, France.
Arch Pediatr. 2007 Mar;14(3):227-33. doi: 10.1016/j.arcped.2006.10.022. Epub 2006 Dec 8.
To evaluate the long term impact of teacher's report of behavior difficulties in children aged 3.5 years.
Teachers assessed behavior and attention difficulties in 2054 children by questionnaire; reading performance, and behavior and attention difficulties were re-assessed in 695 of these children at second grade (7-8 years).
Reading delay was not significantly associated with behavior and attention assessment at 3.5 years. Children with behavior problems according to the teacher were most often different at 3.5 years and at 7-8 years.
Reading delay at second grade was not related to teacher's report of behavior problems at 3.5 years of age in this french longitudinal school study. These observations are discussed in relation to DSM-IV criteria of disruptive behavior and attention deficit in children.
评估教师对3.5岁儿童行为困难的报告的长期影响。
教师通过问卷评估了2054名儿童的行为和注意力困难；其中695名儿童在二年级（7 - 8岁）时重新评估了阅读表现、行为和注意力困难。
阅读延迟与3.5岁时的行为和注意力评估无显著关联。根据教师报告有行为问题的儿童在3.5岁和7 - 8岁时通常有所不同。
在这项法国纵向学校研究中，二年级时的阅读延迟与3.5岁时教师报告的行为问题无关。结合儿童破坏性行为和注意力缺陷的《精神疾病诊断与统计手册》第四版标准对这些观察结果进行了讨论。
