Berninger V W, Colwell S O
Pediatrics. 1985 Apr;75(4):697-702.
Relationships between neurodevelopmental and educational findings were investigated in a clinic sample of 241 successive patients (aged 6 to 12 years) over a period of 6 months. Ratings of "definite," "possible," and "no problem" were compared between seven neurodevelopmental areas or three language functions and seven academic skills. Of the 40 associations tested in each of seven age groups, only one association (Boston Naming Test and reading comprehension) was statistically significant in a majority of the ages tested. Of the 280 comparisons (40 associations X seven age groups), only 37 (13%) were significant at P less than or equal to .05. The findings of this study do not support the use of the neurodevelopmental and educational measures employed in diagnosis of specific learning disabilities in a referred population. Health care professionals, however, may find neurodevelopmental assessment useful as a format for systematic observations of the child with performance disabilities.
在6个月的时间里，对241名连续就诊的患者（年龄在6至12岁之间）的临床样本进行了神经发育与教育结果之间关系的调查。比较了七个神经发育领域或三种语言功能与七种学业技能之间“明确”“可能”和“无问题”的评级。在七个年龄组中每组测试的40种关联中，只有一种关联（波士顿命名测试和阅读理解）在大多数测试年龄中具有统计学意义。在280次比较（40种关联×七个年龄组）中，只有37次（13%）在P≤0.05时具有显著性。本研究结果不支持在转诊人群中使用所采用的神经发育和教育措施来诊断特定学习障碍。然而，医疗保健专业人员可能会发现神经发育评估作为对有行为障碍儿童进行系统观察的一种形式很有用。
