Hendriksen Jos G M, Keulers Esther H H, Feron Frans J M, Wassenberg Renske, Jolles Jelle, Vles Johan S H
Dept. of Behavioural Sciences, Kempenhaeghe, Centre for Epilepsy, P.O. Box 61, 5590, AB, Heeze, The Netherlands.
Eur Child Adolesc Psychiatry. 2007 Dec;16(8):517-24. doi: 10.1007/s00787-007-0630-3. Epub 2007 Sep 11.
Aim of the present study was two fold: (1) to evaluate the course of referring and diagnosing Learning Disabilities (LD) and the contribution of multidisciplinary assessment and (2) to describe characteristics of three LD subtypes: Attention with or without Motor function Disabilities (AMD), Verbal Learning Disabilities (VLD) and Non-Verbal Learning Disabilities (NVLD). Diagnostics, behavioural and neuropsychological data from 495 children aged 6-17 years were described. First, AMD and VLD was the most frequent LD. Multidisciplinary assessment could contribute to the diagnostic process of LD, especially in diagnosing uncommon LD and comorbidities. Secondly, behavioural ratings, information processing, attention regularity and visual-motor integration proved to be most sensitive in discriminating between the three LD subtypes. However, diagnosing NVLD requires additional developmental information. Multiple discriminant function analysis correctly classified 61.7% of a selection of the present sample into LD subtypes as diagnosed by the multidisciplinary team. It is believed that the three subtypes are clinically relevant and suggestions are made to test the present classification functions in an independent sample, preferably diagnosed using a structured diagnostic interview.
（1）评估学习障碍（LD）的转诊和诊断过程以及多学科评估的作用；（2）描述三种学习障碍亚型的特征：伴有或不伴有运动功能障碍（AMD）的注意力缺陷、言语学习障碍（VLD）和非言语学习障碍（NVLD）。描述了495名6至17岁儿童的诊断、行为和神经心理学数据。首先，AMD和VLD是最常见的学习障碍类型。多学科评估有助于学习障碍的诊断过程，尤其是在诊断不常见的学习障碍和共病方面。其次，行为评分、信息处理、注意力规律和视动整合在区分三种学习障碍亚型时最为敏感。然而，诊断NVLD需要额外的发育信息。多重判别函数分析将本样本中的61.7%正确分类为多学科团队诊断的学习障碍亚型。人们认为这三种亚型具有临床相关性，并建议在独立样本中测试当前的分类函数，最好使用结构化诊断访谈进行诊断。
