Gesundheitswesen (Bundesverband der Arzte des Offentlichen Gesundheitsdienstes (Germany)) · 2011
[Prediction of learning disability at school by means of SOPESS].
СтатьяВалидационное исследованиеНазвание и аннотация: Перевод в очереди
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Daseking M, Petermann F, Simon K, Waldmann H-C
Аннотация
AIM OF THE STUDY: The responsibilities of public health authorities include early detection of risks for healthy development at school. Reading /writing disorder and math disorder are among the most common developmental disorders in childhood.
METHOD: The present study conveys information about the prevalence of specific developmental disorders of scholastic skills (N=372) and assesses the prognostic validity of the social-paediatric screening of developmental status for school entry (SOPESS), the relevant criteria being DERET 1-2+, DEMAT 1+, and ELFE 1-6.
RESULTS: The prevalence of specific developmental disorders of scholastic skills ranges from 1.1% for dyscalculia to 3.0% for dyslexia. Adequate correlations of r= -0.42(DERET 1-2+; DEMAT 1+) and r= -0.43 (ELFE 1-6) as well as substantial negative predictive values (0.80-0.93) suggest an acceptable screening performance.
CONCLUSION: Children without clinical findings in SOPESS do not display any learning disabilities at onset of the 2nd grade while children marked at risk by SOPESS seem to benefit from concurrent intervention (e.g., language promotion programmes): such disabilities emerge in only half of these children.
METHOD: The present study conveys information about the prevalence of specific developmental disorders of scholastic skills (N=372) and assesses the prognostic validity of the social-paediatric screening of developmental status for school entry (SOPESS), the relevant criteria being DERET 1-2+, DEMAT 1+, and ELFE 1-6.
RESULTS: The prevalence of specific developmental disorders of scholastic skills ranges from 1.1% for dyscalculia to 3.0% for dyslexia. Adequate correlations of r= -0.42(DERET 1-2+; DEMAT 1+) and r= -0.43 (ELFE 1-6) as well as substantial negative predictive values (0.80-0.93) suggest an acceptable screening performance.
CONCLUSION: Children without clinical findings in SOPESS do not display any learning disabilities at onset of the 2nd grade while children marked at risk by SOPESS seem to benefit from concurrent intervention (e.g., language promotion programmes): such disabilities emerge in only half of these children.