你听说过发展性语言障碍吗?在线调查

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2022-08-04 DOI:10.1177/15257401221115822

Jae-Hyun Kim, B. Davies, Nan Xu Rattanasone

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引用次数: 1

摘要

发展性语言障碍(DLD)是一种常见的神经发育障碍。有研究表明，公众对DLD的认识较低，特别是与自闭症谱系障碍(ASD)、注意力缺陷/多动障碍(ADHD)和阅读障碍相比。本研究调查了澳大利亚儿童对DLD、ASD、ADHD、阅读障碍以及特殊语言障碍(SLI)的认识。一项关于DLD、SLI、ASD、ADHD和阅读障碍的意识和知识的在线调查在澳大利亚完成了272人。与ASD(97.4%)、ADHD(97.7%)和阅读障碍(98.5%)相比，人们对DLD的认知度较低(19.9%)。这种障碍的前一个标签——特殊语言障碍——的认知水平甚至更低(9.4%)。人们从各种各样的来源听说过DLD，可能对DLD有不正确的认识，也可能认为ASD或ADHD是最普遍的疾病。对DLD的认识和知识似乎很低。需要更有针对性的方法来提高公众对DLD的认识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Have You Heard of Developmental Language Disorder? An Online Survey

Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as specific language impairment (SLI) in Australia. An online survey about awareness and knowledge of DLD, SLI, ASD, ADHD, and dyslexia was completed by 272 people in Australia. People had low awareness of DLD (19.9%) compared with ASD (97.4%), ADHD (97.7%), and dyslexia (98.5%). The former label for the disorder, SLI, had an even lower level of awareness (9.4%). People have heard about DLD from a wide range of sources and were likely to have incorrect knowledge about DLD as well as believing ASD or ADHD to be the most prevalent disorders. Awareness and knowledge of DLD appear to be low. More targeted approaches to increasing public awareness of DLD are needed.

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.