Griffith University, Gold Coast, Australia.
Int J Lang Commun Disord. 2010 May-Jun;45(3):336-44. doi: 10.3109/13682820903009503.
BACKGROUND & AIMS: We tested the Diagnostic and Statistical Manual of Mental Disorders (DSM) hypothesis that so-called specific developmental disorders are marked by a pattern of specific discrepant achievement, and an alternative hypothesis that children with these disorders show a pattern of relatively pervasive low achievement.
METHODS & PROCEDURES: Children with a diagnosis of Mixed Receptive Expressive Language Disorder (RELD; n = 21) were compared with children with no previously suspected disorder but low standard language scores ( < 80; n = 22) selected from a representative sample, and children with Developmental Coordination Disorder (DCD; n = 20) were compared with children with no previously suspected disorder but low standard motor skills scores (n = 28) selected from a representative sample.
OUTCOMES & RESULTS: Children with diagnosed disorders were more pervasive underachievers. The RELD group obtained lower scores on measures of verbal comprehension, emotion understanding, theory of mind, working memory and response inhibition; the DCD group obtained lower scores on measures of perceptual organization, verbal comprehension, receptive and expressive language, and visual inspection time.
CONCLUSIONS & IMPLICATIONS: We conclude that relatively pervasive underachievement distinguishes disordered from normal low achievers.
我们验证了《精神障碍诊断与统计手册》（DSM）的假设，即所谓的特定发育障碍以特定的成就差异模式为特征，以及另一种假设，即这些障碍儿童表现出相对普遍的低成就模式。
从代表性样本中选择患有混合性接受性表达性语言障碍（RELD；n=21）的儿童，与没有先前可疑障碍但标准语言得分较低（<80；n=22）的儿童进行比较，并选择患有发育性协调障碍（DCD；n=20）的儿童，与没有先前可疑障碍但标准运动技能得分较低（n=28）的儿童进行比较。
被诊断为疾病的儿童普遍存在成绩较差的情况。RELD 组在言语理解、情绪理解、心理理论、工作记忆和反应抑制等方面的得分较低；DCD 组在知觉组织、言语理解、接受性和表达性语言以及视觉检查时间等方面的得分较低。
我们的结论是，相对普遍的成绩较差可以区分障碍儿童和正常低成就者。
