阅读障碍与注意力缺陷多动障碍共患儿童书写缺陷及干预
文献类型：学位论文
| 作者 | 刘峥妍 |
| 答辩日期 | 2023-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 杨炀 |
| 关键词 | 书写 阅读障碍 注意力缺陷/多动障碍 共患 游戏化干预 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The handwriting deficit and its intervention in children with comorhid developmental dyslexia and attention deficit/hyperactivity disorder |
| 中文摘要 | Developmental dyslexia (DD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are two common developmental disorders in children, which involve deficiencies in language processing, attention, and motor execution abilities, among other areas. These deficiencies can seriously affect the academic performance and overall development of affected children. Research has shown that the co-occurrence rate of the two disorders is relatively high (15-48%), and children with both DD and ADHD (hereafter referred to as comorbid children) exhibit more severe deficiencies in language processing, motor execution, and multiple cognitive abilities, making it more complex to determine the causes and manifestations of their learning difficulties. Currently, research on comorbid children is primarily focused on reading and cognitive abilities, but there is a lack of systematic research on handwriting behavior, which is closely related to academic performance. This thesis investigates the handwriting behavior deficiencies and influencing factors of comorbid children, children with DD, children with ADHD, and normally developing children from two aspects: handwriting speed (experiment 1) and handwriting quality (experiment 2). The results show that the handwriting speed and quality of comorbid children are significantly lower than those of normally developing children, and these deficiencies persist from lower to higher grades, indicating that these deficiencies are not due to developmental delay but are an inherent deficiency in comorbid children. Furthermore, compared with children with a single disorder like DD or ADHD, comorbid children exhibit more severe and extensive handwriting defects. This study's results are consistent with common etiology models, indicating an increased possibility of the comorbidity arising from shared genetic or environmental influences. Correlation and regression analyses found a close relationship between reading ability and handwriting speed and quality deficiencies in comorbid children. Finally, to investigate whether short-term training can effectively correct handwriting deficiencies in comorbid children, we developed a gamified handwriting training program and verified its training effect through case studies (Experiment 3). We conducted an eight-week intervention training program (30 minutes per session, three times a week) for two comorbid children, and the results showed that their handwriting speed and quality improved to varying degrees. More importantly, their attention and reading fluency also improved significantly, indicating that the training program not only effectively corrected handwriting deficiencies but also had a significant effect on improving attention and reading ability. This study systematically revealed the behavioral characteristics and cognitive mechanisms of handwriting deficiencies in comorbid Chinese DD and ADHD children, providing a deeper understanding of the comorbidity mechanisms of DD and ADHD. At the same time, the development of a new gamified corrective program and verification of its effectiveness provide guidance for the development of targeted diagnosis and corrective programs. |
| 英文摘要 | 发展性阅读障碍(developmental dyslexia，DD)和注意力缺陷多动障碍(attention-deficit/ hyperactivity disorder，ADHD)是两种常见的儿童发展障碍。患病儿童在语言加工、注意力、运动执行能力等多个方面存在缺陷，严重影响其学绩表现和身心发展。研究表明，两种疾病共患的发生率较高C 15%}48% )，且DD与ADHD共患儿童(以下简称共患儿童)在语言加工、运动执行和多个认知能力方面存在更为严重的缺陷，这导致其学习困难的成因和表现更加复杂。目前，对共患儿童研究多集中在阅读和认知方面，但对与学绩表现密切相关的书写行为却缺少系统研究。 本文以DD与ADHD共患儿童、DD儿童、ADHD儿童与正常发育儿童为研究对象，从书写速度(实验一)与书写质量(实验二)两个方面研究了共患儿童书写行为缺陷及影响因素。结果发现，共患儿童的书写速度、书写质量成绩显著低于正常发育儿童，而且这种缺陷从小学低年级持续到高年级。这说明，这种缺陷不是发展滞后，而是一种共患儿童固有缺陷。进一步分析发现，共患儿童书写缺陷比单一障碍儿童更加严重和广泛。这一研究结果符合常见病因学模型，表明共同遗传或环境影响增加了DD与ADHD共患可能性。相关、回归分析发现，阅读能力与共患儿童书写速度和书写质量缺陷密切相关。 最后，为探究短期训练能否有效矫治共患儿童书写缺陷，我们开发了一款游戏化书写训练程序，并通过个案研究验证训练效果(实验三)。我们对2名共患儿童进行了为期8周(每次半小时，每周3次)的干预训练，结果发现，共患儿童书写速度和书写质量得到了不同程度的提高。更为重要的是，患儿注意力与阅读流畅性得到了显著改善，表明该训练方案不仅能够有效矫治书写缺陷，且对改善注意力与阅读能力具有显著效果。 本研究系统揭示了汉语DD与ADHD共患儿童书写缺陷的行为特征与认知机制，加深了我们对DD与ADHD共患发生机制的认识。同时，开发了新型的游戏化矫治方案，并验证其有效性，为研发针对性的诊断与矫治方案提供了指导。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45158]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 刘峥妍. 阅读障碍与注意力缺陷多动障碍共患儿童书写缺陷及干预[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
浏览0
下载0
收藏0
其他版本
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。