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患有和不患有注意缺陷多动障碍(ADHD)的学龄儿童的视动整合与学业成绩之间是否存在关系?

Is there a relation between visual motor integration and academic achievement in school-aged children with and without ADHD?

机构信息

Department of Psychology, Florida State University, Tallahassee, FL, USA.

Programs in Occupational Therapy, Columbia University, New York, NY, USA.

出版信息

Child Neuropsychol. 2022 Feb;28(2):224-243. doi: 10.1080/09297049.2021.1967913. Epub 2021 Sep 8.

Abstract

Visual-motor integration, motor coordination, and visual perception are associated with academic achievement in early school-aged children; however, our understanding of these associations in older school-aged children and children with neurodevelopmental disorders is limited. A well-characterized, clinically evaluated sample of 39 children with and without ADHD ages 8-13 ( = 10.07, = 1.56; 14 girls; 67.5% White/non-Hispanic) were administered standardized academic and visual-motor integration tests. Results: Backward entry regression analyses that initially included age, sex, socioeconomic status, ADHD symptoms, comorbidities, and IQ revealed that better visual perception uniquely predicted better-developed reading (β = .38) and math skills (β = .21; both < .03), whereas better motor coordination was associated with better reading (β = .25), writing (β = .50), and math skills (β = .21 all < .05). The integration of visual perception and motor coordination processes was uniquely associated only with math skills (β = .28; = .007). Children with ADHD exhibited significantly lower visual-motor integration ( = 1.16) and potentially motor coordination ( = 0.51), but did not differ from Non-ADHD children in terms of visual perception ( = 0.03). These findings extend prior evidence from younger, neurotypical samples, and indicate that underdeveloped visual-motor integration and/or its subcomponents (visual perception and motor coordination) reflect unique risk factors for academic underachievement in school-aged children's math, reading, and written language skills.

摘要

视动整合、动作协调和视觉感知与学龄期儿童的学业成绩相关;然而,我们对大龄儿童和神经发育障碍儿童的这些关联的理解有限。我们对 39 名患有和未患有 ADHD 的儿童进行了一项特征明确、经过临床评估的样本研究,这些儿童年龄在 8-13 岁之间( = 10.07, = 1.56;14 名女孩;67.5%为白种人/非西班牙裔),并对他们进行了标准化的学业和视动整合测试。结果:最初包含年龄、性别、社会经济地位、ADHD 症状、共病和智商的向后进入回归分析表明,更好的视觉感知可预测更发达的阅读(β =.38)和数学技能(β =.21;均 <.03),而更好的动作协调与更好的阅读(β =.25)、写作(β =.50)和数学技能(β =.21;均 <.05)相关。视觉感知和动作协调过程的整合仅与数学技能相关(β =.28; =.007)。患有 ADHD 的儿童的视动整合( = 1.16)和可能的动作协调( = 0.51)明显较低,但在视觉感知方面与非 ADHD 儿童没有差异( = 0.03)。这些发现扩展了来自年龄较小的神经典型样本的先前证据,并表明发育不良的视动整合和/或其亚成分(视觉感知和动作协调)反映了学龄儿童数学、阅读和书面语言技能学业成绩不良的独特风险因素。

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