Lundervold A J, Posserud M, Sørensen L, Gillberg C
Department of Biological and Medical Psychology, Neuropsychological Phenotyping Group, University of Bergen, Norway.
Scand J Psychol. 2008 Apr;49(2):187-93. doi: 10.1111/j.1467-9450.2007.00622.x.
We predicted that teacher reported language problems are associated with low IQ, even when gender and behavior-emotional disorders are controlled for. All subjects were participants in a population based study. In stage 1, teachers completed a questionnaire containing four items pertaining to language function. A case-control sample (n= 294) was assessed using WISC-III and Kiddie-SADS-PL. A child was defined with "language problems" (LP) if s/he obtained a score indicating severe problems on at least one item. Teacher reported LP was found in 9.9% of the population sample and 20.7% of the case-control sample, with a three-fold higher risk for boys than girls. The LP group obtained significantly lower scores on all WISC-III factors compared with the non-LP group. The differences were not accounted for by the presence of behavioral-emotional disorders. When primary school teachers report LP, further assessment of the child's cognitive function is warranted.
我们预测，即使在控制了性别和行为-情绪障碍的情况下，教师报告的语言问题也与低智商相关。所有受试者均为一项基于人群的研究的参与者。在第一阶段，教师完成了一份包含四个与语言功能相关条目的问卷。使用韦氏儿童智力量表第三版（WISC-III）和儿童版情感障碍及精神分裂症问卷（Kiddie-SADS-PL）对一个病例对照样本（n = 294）进行了评估。如果儿童在至少一个条目上获得表明存在严重问题的分数，则被定义为有“语言问题”（LP）。在总体样本中，教师报告有LP的比例为9.9%，在病例对照样本中为20.7%，男孩出现LP的风险是女孩的三倍。与非LP组相比，LP组在所有WISC-III因子上的得分显著更低。这些差异不能用行为-情绪障碍的存在来解释。当小学教师报告有LP时，有必要对儿童的认知功能进行进一步评估。
