关键词:
functional articulation disorder
intelligence
intelligence quotient
language development disorder
learning difficulties
摘要:
Objective To compare the differences in intelligence levels and the distribution of intelligence levels among children aged 6 to 16 years with language development disorder (LDD), functional articulation disorder (FAD), and learning difficulties (LD), in order to provide a more scientific basis for precise diagnosis and intervention. Methods A retrospective study was conducted to collect data of 139 children with LDD, 142 children with FAD, and 106 children with LD who met clinical diagnostic criteria in the Child Healthcare Department of Henan Children's Hospital from October 2014 to September 2022. The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-Ⅳ) was used to assess the intelligence levels of these three groups of children. Based on IQ scores, participants were categorized into five levels: Borderline, low-average, average, high-average, and superior. Results The proportions of children at the borderline IQ level were 22.3%, 33.1%, and 34.0% for LDD, FAD and LD groups, respectively;the proportions in the low-average range were 33.1%, 30.3%, and 21.7%;the proportions in the average range were 38.9%, 32.4%, and 42.5%;the proportions in the high-average range were 3.6%, 3.5%, and 1.9%;and the proportions in the superior range were 2.2%, 0.7%, and 0%, respectively. The verbal comprehension index of children with LDD was significantly higher than that of children with FAD (P<0.05);the processing speed index of children with FAD was significantly higher than that of children with LD (P<0.05). After controlling for gender, parental education level was significantly positively correlated with verbal comprehension, perceptual reasoning, working memory indexes and full-scale IQ of children with LDD (r=0.416, 0.288, 0.239, 0.409, P<0.01). For children with FAD, parental education level was only significantly positively correlated with their verbal comprehension index (r=0.224, P<0.01). For children with LD, grade was significantly positively correlated wit