Thompson R J
J Dev Behav Pediatr. 1982 Sep;3(3):153-8. doi: 10.1097/00004703-198209000-00006.
The background factors, problems, findings, and recommendations emerging from the interdisciplinary evaluation of 301 children referred to the Duke Developmental Evaluation Center for assessment of suspected development disabilities are analyzed. The perspective on developmental disabilities gained from utilization of a problem-oriented clinical record and a functional rather than a categorical approach is discussed. Particular attention is directed toward the frequency of findings in various dimensions of functioning and the implications arising from this comprehensive analysis for the roles of pediatricians, parents, and teachers in case management.
对转介至杜克发育评估中心以评估疑似发育障碍的301名儿童进行跨学科评估后得出的背景因素、问题、结果及建议进行了分析。讨论了通过采用以问题为导向的临床记录以及功能性而非分类性方法所获得的关于发育障碍的观点。特别关注了各项功能维度中结果的出现频率，以及这种综合分析对儿科医生、家长和教师在病例管理中的角色所产生的影响。
