Jantzer Vanessa, Haffner Johann, Parzer Peter, Roos Jeanette, Steen Rainer, Resch Franz
Klinik für Kinder- und Jugendpsychiatrie, Zentrum für Psychosoziale Medizin, Universitätsklinikum Heidelberg.
Prax Kinderpsychol Kinderpsychiatr. 2012;61(9):662-76. doi: 10.13109/prkk.2012.61.9.662.
So far there are contradictory findings concerning the degree of negative influence of attention deficit disorders, external or socio-emotional disorders on academic development of a child. Therefore the present epidemiologic study analyses the relationship between clinically relevant problems and academic achievement of fourth graders (measured by recommendation for secondary school: A-level, B-level or C-level). Children (N = 3910) were rated by their parents by anonymised questionnaires (Child Behavior Checklist CBCL) at the end of primary school. Especially in the field of attention deficit, somatic and anxiety/depression disorders, many children were in a clinically relevant range compared to German norm data. It became obvious that future C-level pupils are particularly strong, multiply problem troubled, with constantly higher problems at all subscales. Mainly attention deficit disorders proved to be relevant for academic achievement, but also delinquent behaviour and social problems, which enhance the relative risk of recommendation for B- or C-level considerably. Early applied preventive interventions supporting social and cognitive development seem therefore of central importance for the school career of primary school children.
到目前为止，关于注意力缺陷障碍、外部或社会情感障碍对儿童学业发展的负面影响程度，存在相互矛盾的研究结果。因此，本流行病学研究分析了临床相关问题与四年级学生学业成绩之间的关系（以中学推荐等级衡量：A级、B级或C级）。在小学期末，通过匿名问卷（儿童行为检查表CBCL）让家长对3910名儿童进行评分。特别是在注意力缺陷、躯体和焦虑/抑郁障碍领域，与德国标准数据相比，许多儿童处于临床相关范围。很明显，未来可能获得C级推荐的学生问题尤其严重，存在多种问题困扰，在所有子量表上的问题持续增加。主要是注意力缺陷障碍被证明与学业成绩相关，还有违纪行为和社会问题，这大大增加了获得B级或C级推荐的相对风险。因此，早期应用支持社会和认知发展的预防性干预措施，对小学生的学校生涯似乎至关重要。
