Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention.
Am J Intellect Dev Disabil. 2019 Jan;124(1):57-76. doi: 10.1352/1944-7558-124.1.57.
Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. We describe the educational setting of students with FXS and assess the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample ( n = 982). The majority of students with FXS in this sample have formal individualized education plans, spend part of the day outside regular classrooms, and receive modifications when in a regular classroom. Males with FXS and certain co-occurring conditions (autism, aggression, and self-injurious behavior) are more likely to spend the entire day outside regular classrooms, compared to males without these co-occurring conditions. Students who spend more time in regular classrooms are more likely to perform functional tasks without help.
患有脆性 X 综合征 (FXS) 的儿童表现出广泛的智力和行为能力，这些能力会影响他们的日常生活。我们描述了 FXS 患者的教育环境，并使用全国性调查样本（n=982）评估了学校环境、共患疾病和功能能力之间的关系。该样本中大多数 FXS 患者都有正式的个性化教育计划，每天有一部分时间在普通教室外度过，并在普通教室中接受调整。与没有这些共患疾病的男性相比，患有 FXS 和某些共患疾病（自闭症、攻击行为和自伤行为）的男性更有可能全天在普通教室外度过。在普通教室中度过更多时间的学生更有可能在没有帮助的情况下完成功能任务。
