社交(语用)沟通障碍(social pragmatic communication disorder,SCD)是精神疾病诊断和统计手册第五版(the diagnostic and statistical manual of mental disorders,DSM-V)中一种新的诊断类别.为探讨社交(语用)沟通障碍对临床工作的影响,本文梳理了社交(语用)沟通障碍术语的发展历程、DSM-V将其单列的原因,以及目前社交(语用)沟通障碍常用的临床诊断方法,结果表明虽然目前社交(语用)沟通障碍诊断标准还存有争议,但其引入为临床中介于语言障碍和自闭症谱系障碍的边缘人群提供了更多参考依据.

对上海市一所小学624名学生进行阅读障碍的成分模型诊断和差异模型诊断,并将两次诊断结果进行对比分析.研究发现:采用成分模型,阅读障碍者检出率为9.94％,其中,单词识别障碍、普通认知缺陷、阅读理解障碍三种亚类型的检出率分别为3.37％、0.64％和5.93％;差异模型的阅读障碍者检出率为9.94％;成分模型不存在检出率过高的现象;成分模型与差异模型诊断重合率为27.42％.

国外的一些研究表明,对学业不良儿童的学校教育提供支撑,可以有效改善儿童的学业成就感.结合我国国情和实际应用场景,探讨现代计算机技术对我国学业不良儿童学校教育的应用前景,希望引起更多专业人士的关注及深入探讨.

Developmental Dyslexia is a common learning disorder in school-age children. Auditory access accounts for a significant proportion of information sources in the acquisition of children's academic knowledge, but auditory signal-processing capabilities are often overlooked. In this paper, a literature analysis method is used to study the information processing behavioral research, evaluation system and neural mechanism of auditory processing of dyslexia population, and the expected development direction are expounded.