University of Georgia, Regents' Center for Learning Disorders, Athens, GA 30602, USA.
J Learn Disabil. 2011 Jan-Feb;44(1):3-17. doi: 10.1177/0022219409359939. Epub 2010 Apr 7.
This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude (d=.61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.
本文呈现了对学习障碍（LD）学龄儿童与非 LD 同龄人群焦虑症状的实证文献进行元分析的结果。符合纳入标准的研究有 58 项。结果表明，LD 学生在焦虑测量上的平均得分高于非 LD 学生。总体效应量在统计学上显著，且具有中等程度（d=.61），尽管结果存在很大的异质性。还对信息来源、性别、年级、出版物状态和识别来源进行了调节效应检验。信息来源（即自我报告、父母报告或教师报告）解释了研究样本中大量的可变性，而识别来源（即学校识别或特殊学校和诊所/医院识别）接近统计学意义。讨论了对评估和干预的影响。
