Katims D S, Zapata J T, Yin Z
Hispanic Research Center, University of Texas at San Antonio, USA.
J Learn Disabil. 1996 Mar;29(2):213-9. doi: 10.1177/002221949602900210.
This survey study was designed to (a) investigate the prevalence of minor and major substance use among low socioeconomic status elementary and middle school Mexican American students identified with learning disabilities (LD; n = 150) and without LD (n = 150), and (b) identify psychosocial and environmental risk factors that may lead to the use of various substances among both non-learning disabled (non-LD) students and students with LD in an all-Mexican American sample. No differences were found in the use of substances between the two groups. Risk factors that were found to influence the use of minor substances for students identified as learning disabled, as opposed to the non-LD students, included use of substances by close friends and susceptibility to peer influence. Risk factors that were found to affect the use of major substances for students identified as learning disabled, as opposed to the non-LD students, included the number of minor substances used and stressful life events. Findings are discussed in the context of differing pathways leading to the use of substances for non-LD students and students with LD within an intraethnic group study.
(a) 调查在社会经济地位较低、患有学习障碍（LD；n = 150）和未患学习障碍（n = 150）的墨西哥裔美国中小学生中，轻度和重度物质使用的流行情况；(b) 在全墨西哥裔美国样本中，确定可能导致非学习障碍（非LD）学生和学习障碍学生使用各种物质的心理社会和环境风险因素。两组在物质使用方面未发现差异。与非LD学生相比，被认定为学习障碍的学生中，被发现影响轻度物质使用的风险因素包括亲密朋友使用物质以及易受同伴影响。与非LD学生相比，被认定为学习障碍的学生中，被发现影响重度物质使用的风险因素包括使用的轻度物质数量和压力性生活事件。在一项族内群体研究中，针对非LD学生和学习障碍学生使用物质的不同途径，对研究结果进行了讨论。
