Hodapp Robert M, Dykens Elisabeth M
Vanderbilt Kennedy Center for Research in Human Development, Vanderbilt University, Nashville, TN 37203, USA.
J Child Psychol Psychiatry. 2009 Jan;50(1-2):99-107. doi: 10.1111/j.1469-7610.2008.02038.x.
We begin this article by examining the role of intellectual disabilities within child psychiatry, highlighting the relatively steady role of disabilities and the recent movement to examine behavior in specific genetic syndromes. We next propose five questions for future work. Questions relate to (1) specifying the nature of gene-brain-behavior connections; (2) delineating environmental effects and gene-environment interactions; (3) understanding behaviors, physical characteristics, health issues, and other personal characteristics by which children with intellectual disabilities influence others; (4) clarifying the roles of gender and aging in behavioral functioning; and (5) working to improve pharmacological, educational, and other interventions and supports for children and their families. Although great advances have occurred over the past 50 years, intellectual disability research lags behind other areas of child psychiatry; much remains to be discovered that might help these children.
在本文开篇，我们将审视智力障碍在儿童精神病学中的作用，强调障碍所扮演的相对稳定的角色以及近期针对特定遗传综合征中行为进行研究的动向。接下来，我们针对未来的工作提出五个问题。这些问题涉及：（1）明确基因-大脑-行为联系的本质；（2）描绘环境影响以及基因-环境相互作用；（3）理解智力障碍儿童用以影响他人的行为、身体特征、健康问题及其他个人特征；（4）阐明性别和年龄在行为功能中的作用；（5）努力改善针对儿童及其家庭的药物治疗、教育及其他干预措施与支持。尽管在过去50年里已取得了巨大进展，但智力障碍研究仍滞后于儿童精神病学的其他领域；仍有许多有待发现的内容可能会帮助到这些儿童。
