Wadsworth S J, DeFries J C, Fulker D W
Institute for Behavioral Genetics, University of Colorado, Boulder 80309.
J Learn Disabil. 1993 Nov;26(9):611-5. doi: 10.1177/002221949302600911.
To test the hypothesis that adopted children are at an elevated risk for learning disabilities, the achievement and WISC-R test scores of a nonclinical sample of adopted and nonadopted (control) children were compared at 7 years of age (n = 108 adopted males, 91 adopted females, 116 control males, 100 control females) and 12 years of age (n = 69 adopted males, 61 adopted females, 56 control males, 44 control females). Although the average Verbal IQ of the adopted children was significantly lower than that of the nonadopted children at both ages, these differences accounted for only about 2% to 4% of the variance. When scores on the individual subtests of the WISC-R were compared, the group difference was significant only for Similarities at age 7, and for Comprehension at age 12. Moreover, with regard to the achievement tests, the proportion of adopted children who scored more than 1.5 standard deviations below expected, based on IQ, was not significantly greater than that of controls. Also, the proportions of adopted and control children placed in special education classes were not significantly different. Thus, the results of this study provide little or no evidence for an increased risk of learning disabilities in "easily placed" adopted children.
为了检验领养儿童患学习障碍风险较高这一假设，对一组非临床样本的领养儿童和非领养（对照）儿童在7岁时（108名领养男性、91名领养女性、116名对照男性、100名对照女性）以及12岁时（69名领养男性、61名领养女性、56名对照男性、44名对照女性）的学业成绩和韦氏儿童智力量表修订版（WISC-R）测试分数进行了比较。尽管领养儿童的平均语言智商在两个年龄段均显著低于非领养儿童，但这些差异仅占方差的约2%至4%。当比较WISC-R各个子测验的分数时，组间差异仅在7岁时的相似性测验以及12岁时的理解测验中显著。此外，在学业成绩测试方面，基于智商得分比预期低超过1.5个标准差的领养儿童比例并不显著高于对照组。而且，被安置在特殊教育班级的领养儿童和对照儿童比例也没有显著差异。因此，本研究结果几乎没有或根本没有证据表明“容易安置”的领养儿童患学习障碍的风险增加。
