注意缺陷多动障碍风险与运动能力与学校功能的关联。
Associations of ADHD-Risk and Motor Competence With School Functioning.
机构信息
University of Vermont, Burlington, USA.
Utah State University, Logan, USA.
出版信息
J Atten Disord. 2024 Jan;28(1):31-42. doi: 10.1177/10870547231197214. Epub 2023 Sep 11.
OBJECTIVES
This study investigated the unique associations of motor competence and ADHD risk status on school functioning. Additionally, this study examined the factor structure of the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF).
METHODS
Participants included early elementary school children ( = 202, = 6.83, = 0.96, Male = 53.5%, ADHD-risk = 46.5%). Child assessments of motor competence and teacher and parent reports of school functioning were used.
RESULTS
A two-factor model of the BOT2-SF with correlated fine and gross motor factors and correlated residuals best fit the data. Fine and gross motor competence were unique positive predictors of academic performance, after accounting for the effects of ADHD-risk on academic performance. ADHD-risk was the only unique predictor of adaptive school behavior.
CONCLUSION
Findings suggest that assessing for ADHD and motor competence in children demonstrating school functioning problems may better allow for targeted intervention in school.
目的
本研究旨在探讨运动能力和 ADHD 风险状况对学校功能的独特关联。此外，本研究还检验了 Bruininks-Oseretsky 运动能力测试简式（BOT2-SF）的因子结构。
方法
参与者包括小学低年级儿童（n=202，年龄=6.83，性别比=0.96，男性=53.5%，ADHD 风险=46.5%）。使用儿童运动能力评估和教师及家长报告的学校功能数据。
结果
BOT2-SF 的两因素模型，包括相关的精细运动和粗大运动因子以及相关残差，最符合数据。在考虑 ADHD 风险对学业成绩的影响后，精细和粗大运动能力是学业成绩的唯一积极预测因素。ADHD 风险是适应学校行为的唯一独特预测因素。
结论
研究结果表明，在表现出学校功能问题的儿童中评估 ADHD 和运动能力，可能更有利于有针对性地进行学校干预。
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