学习障碍儿童行为问题与同伴关系的研究

A study on behavior problems and peer relationship on children with learning disabilities

目的 探讨学习障碍儿童的行为问题、同伴关系的特点及其相互关系。方法 采用Achen-bach儿童行为量表（CBCL）对2364名学龄儿童进行行为测评;采用同伴提名法对儿童的同伴关系进行调查。结果 1.学习障碍男孩的分裂样、强迫性、多动、违纪因子得分均高于对照组儿童,差异有显著性;学习障碍女孩的多动与违纪因子得分高于对照组儿童,差异有显著性。2.学习障碍儿童与正常儿童的同伴关系状况存在统计学差异,学习障碍男生、女生中受欢迎儿童的比率均明显低于对照组,而被拒绝儿童的比率则都显著高于对照组。3.有行为问题儿童与无行为问题儿童的同伴关系状况存在统计学差异,有行为问题组儿童的受欢迎比率（13.2%）明显低于无行为问题组（22.9%）,而有行为问题组儿童的被拒绝比率（22.9%）则明显高于无行为问题组（16.1%）。结论 学习障碍儿童容易产生行为问题和同伴关系不良。学习障碍、行为问题、同伴关系不良三者之间相互影响。

Objective To explore the trait of the behavior problems and peer relationship on children with learning disabilities and the relationship among them. Methods 2364 children were assessed with CBCL. The peer relationship of children was researched by the method of peer nomination. Results 1. The scores of some factors in boys with learning disabilities, including schizophreniform symptom, compulsion, hyperactivity and disobeying discipline factors, were higher than that of the control group, and the difference has statistical significances. The scores of hyperactivity and disobeying discipline factors in girls with learning disabilities were higher than that of the control group, and the difference has statistical significances. 2. There was statistical difference between peer relationship of children with learning disabilities and that of the control group. The ratio of popular children in the boys and girls with learning disabilities was lower than that the control group. The ratio of refused children in the boys and girls with learning disabilities was higher than that the control group. 3. There was statistical difference between peer relationship of children with behavior problem and that of children without behavior problem. The ratio of popular children in the group with behavior problem （ 13.2% ） was lower than those children without behavior problem （22.9%）. The ratio of refused children with behavior problem （22.9%） was higher than children without behavior problem（ 16.1% ）. Conclusion Children with learning disabilities tended to have behavior problems and negative peer relations. Learning disabilities, behavior problems and peer relations existed mutual influence.