探讨学习障碍儿童行为及家庭环境因素特点。

按照配对设计方法，采用韦氏智力量表-中国修订本(WISC-CR)、Achenbach儿童行为量表(CBCL)和家庭环境量表中文版(FES-CV)对60名学习障碍儿童与60名正常儿童测试结果进行比较。

学习障碍组总智商及言语智商明显低于对照组，多存在行为问题(71.7%)。家庭环境中，亲密度、情感表达、成功性、知识性和组织性因素评分低于对照组，矛盾性高于对照组，差异有显著意义。

对学习障碍儿童在言语智商上予以干预，可纠正存在的行为问题，创造良好的家庭环境。

To explore the behaviors and family environments of school children with learning disorder.

60 children with learning disorder in the learning group and 60 in the control group were tested with WISC-CR, Achenbach CBCL and FES-CV.

The children with learning disorder had significant lower FIQ and VIQ than those in the control group, and 71. 7% of them had been identified as having behavioral problems. The scores of cohesion,expressiveness,achievement orientation, organization and intellectual-culture orientation were lower than the control group, but the scores of contradictory were higher than the control group. They all had significant differences.

To improve the school children with learning disorder, interventions should be made on their VIQ, behavioral problems and poor family environments.