Objective To explore the behaviors and family environments of school children with learning disorder.
目的探讨学习障碍儿童行为及家庭环境因素特点。
Objective: To investigate the cerebral cognitive function and intelligence in children with learning disorder (ld).
目的：探讨学习障碍(LD)儿童的脑认知功能特点。
Objective the purpose of this study was to explore the changes of serum brain-derived neurotrophic factor (BDNF) levels in children with learning disorder.
目的探讨学习障碍血清脑源性神经营养因子(BDNF)水平的变化，及其与学习障碍病理基础的关系。
MAIN OUTCOME MEASURES: The improvement of clumsiness, seclusive personality, language disorder or poor learning ability in children with learning disorder.
主要观察指标：学习障碍儿动作笨拙、性格孤僻、语言障碍及学习能力差等程度的改善情况。
Conclusion To improve the school children with learning disorder, interventions should be made on their VIQ, behavioral problems and poor family environments.
结论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。
Children with the severest for m, called "attention deficit hyperactivity disorder", exhibit such disruptive behaviour that it impairs their learning and function at home and at school.
多动症最严重的一种形式叫做“注意缺陷多动障碍”，患这类多动症的孩子，其行为的破坏性甚至严重到影响他们的正常生活和学习。
Children with the severest form, called "attention deficit hyperactivity disorder", exhibit such disruptive behaviour that it impairs their learning and function at home and at school.
多动症最严重的一种形式叫做“注意缺陷多动障碍”，患这类多动症的孩子，其行为的破坏性甚至严重到影响他们的正常生活和学习。
Children with the severest form, called "attention deficit hyperactivity disorder", exhibit such disruptive behaviour that it impairs their learning and function at home and at school.
多动症最严重的一种形式叫做“注意缺陷多动障碍”，患这类多动症的孩子，其行为的破坏性甚至严重到影响他们的正常生活和学习。
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