发展性阅读障碍共患注意缺陷多动障碍儿童视动整合能力特点及相关因素

何红瑶; 高小焱; 刘芳芳; 张静; 钟琳; 左彭湘; 宋然然

doi:10.16835/j.cnki.1000-9817.2022.05.036

发展性阅读障碍共患注意缺陷多动障碍儿童视动整合能力特点及相关因素

doi: 10.16835/j.cnki.1000-9817.2022.05.036

何红瑶¹,
高小焱¹,
刘芳芳¹,
张静¹,
钟琳¹,
左彭湘^1, ,,
宋然然^2, ,

1.
石河子大学医学院护理系，新疆维吾尔自治区 832002
2.
华中科技大学公共卫生学院儿少卫生与妇幼保健学系

基金项目:

国家自然科学基金项目 81760597

详细信息

作者简介:
何红瑶(1998-)，女，湖南衡阳人，在读硕士，主要研究方向为临床护理及小儿发展性阅读障碍

通讯作者:
左彭湘，E-mail: zuo_pengxiang@sina.com

宋然然，E-mail: songranran@hust.edu.cn

利益冲突声明 所有作者声明无利益冲突。
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中图分类号: B842.3 R179 G627.8 R748
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- 被引次数: 0
出版历程
- 收稿日期: 2021-11-20
- 修回日期: 2022-01-02
- 网络出版日期: 2022-05-20
- 刊出日期: 2022-05-25

Characteristics and associated factors of visual and motor integration in children with developmental dyslexia and attention deficit hyperactivity disorder

1.
Department of Nursing, Medical College of Shihezi University, Shihezi(832002), Xinjiang Uygur Autonomous Region, China

摘要

摘要: 目的了解发展性阅读障碍共患注意缺陷多动障碍儿童视动整合能力特点, 为该群体儿童诊治提供参考。方法 2020年7-11月, 采用随机整群抽样法从新疆某地区7所小学三至五年级学生中筛选出符合条件的阅读障碍组(DD)、注意缺陷多动障碍组(ADHD)、共病组及正常对照组儿童各56名, 比较视动整合能力及其相关因素差异, 通过多重线性回归分析探究相关因素对视动整合能力的预测作用。结果共病组视动整合能力及视知觉得分(95.05±14.01, 12.71±7.40)低于DD组(104.77±17.19, 23.04±11.48)、ADHD组(104.01±14.11, 25.70±10.74)和对照组(129.80±12.91, 44.05±16.56)(F/Z值分别为58.24, 110.49, P值均 < 0.05);共病组视觉工作记忆得分(73.64±5.36)低于对照组(78.96±4.68)(P < 0.05), 与DD组(74.48±7.06)、ADHD组(75.98±7.36)差异无统计学意义(P值均>0.05)。多重线性回归分析结果表明, 视知觉、年龄、智商、视觉工作记忆均可预测DD共患ADHD儿童的视动整合能力(R²值分别为0.32, 0.17, 0.11, 0.04, P值均 < 0.05)。结论 DD共患ADHD儿童较单纯DD和ADHD儿童视动整合能力和视知觉能力受损更加严重, 视知觉、年龄、智商、视觉工作记忆能对DD共患ADHD儿童的视动整合能力发展结果进行预测。
- 阅读障碍 /
- 注意力缺陷障碍伴多动 /
- 精神卫生 /
- 回归分析 /
- 儿童
Abstract: Objective To investigate the characteristics of visual motor integration in children with developmental dyslexia and ADHD, and to provide a reference for the diagnosis and treatment of these children. Methods During July to November of 2020, students from grade 3 to grade 5 of 7 primary schools in Xinjiang were selected by using random cluster sampling method.A total of 56 dyslexia group (group DD), attention deficit hyperactivity disorder group (group ADHD), comorbidity group and normal control group were selected and compared the differences of their visual motor integration ability and related factors ability.Multiple linear regression analysis was used to explore the predictive effects of related factors on visual motor integration ability. Results The scores of visual integration ability and visual perception in comorbidity group (95.05±14.01, 12.71±7.40) were lower than those in DD group (104.77±17.19, 23.04±11.48), ADHD group (104.00±14.11, 25.70±10.74) and normal control group (129.80±12.91, 44.05±16.56)(F=/Z58.24, 110.49, P < 0.05).The visual working memory score of the comorbidity group (73.64±5.36) was lower than the normal control group (78.96±4.68)(P < 0.05), and there was no significant difference between the DD group (74.48±7.06) and the ADHD group (75.98±7.36)(P>0.05).The results of multiple regression showed that visual perception, age, IQ and visual working memory were associated with visual and motor integration ability of dyslexia children with ADHD (R²=0.32, 0.17, 0.11, 0.04, P < 0.05). Conclusion Visual motor integration and visual perception among children with DD combined ADHD are more severely impaired than those with ADHD and DD alone.Visual perception, age, IQ and visual working memory could help predict the development of visual and motor integration ability in children with DD combined ADHD.
- Dyslexia /
- Attention deficit disorder with hyperactivity /
- Mental health /
- Regression analysis /
- Child
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表 1 不同组别儿童VMI、视知觉、视觉工作记忆任务得分比较(x±s)

Table 1. Comparison of VMI, visual perception, visual working memory task scores among the 4 groups(x±s)

组别	人数	VMI	视知觉	视觉工作记忆
DD组	56	104.77±17.19	23.04±11.48	74.48±7.06
ADHD组	56	104.01±14.11	25.70±10.74	75.98±7.36
共病组	56	95.05±14.01	12.71±7.40	73.64±5.36
对照组	56	129.80±12.91	44.05±16.56	78.96±4.68
F/Z值		58.24^a	110.49^b	27.17^b
P值		< 0.05	< 0.05	< 0.05
注：a为单因素方差分析，b为Kruskal-Wallis检验。

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表 2 DD共患ADHD儿童相关因素对VMI影响预测模型(n=56)

Table 2. Prediction model of influence of related factors on VMI in children with DD combined ADHD(n=56)

常量与自变量	模型1				模型2
常量与自变量	β值(β值95%CI)	△R²值	t值	P值	β值(β值95%CI)	△R²值	t值	P值
常量	-35.48(-74.85~3.89)		-1.81	0.07	19.75(-21.10~60.60)		0.97	0.33
视知觉	0.62(0.27~0.97)	0.32	3.52	< 0.01	0.92(0.51~1.33)	0.30	4.51	< 0.01
视觉工作记忆	0.55(0.07~1.03)	0.04	2.31	0.03	0.86(0.30~1.43)	0.09	3.06	< 0.01
年龄	3.72(1.76~5.67)	0.17	3.82	< 0.01
智商	0.43(0.16~0.70)	0.11	3.21	< 0.01

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