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目的：为了解儿童学习困难与智商、行为及社会生活能力的关系，为提高儿童素质提供科学依据。方法：对５８ 名学习困难儿童及４２ 名学习正常儿童分别进行以下测试，１－ 智商测试。采用瑞文测验联合型及绘人测验，２－ 行为测试，应用Ｒｕｔｔｅｒ’ｓ 儿童行为量表父母问卷，３－ 社会生活能力，采用婴儿—初中学生社会生活能力量表。测试数据应用ＳＰＳＳ统计分析软件处理。结果：经方差分析及秩和检验两组儿童在智商、行为及生活能力方面的差异均有非常显著意义。多元Ｌｏｇｉｓｔｉｃ 完全回归分析显示学习困难与智商、行为、社会生活能力的相关性均有显著和高度显著意义。结论：学习困难儿童在智力水平、行为及社会生活能力方面都表现不良，因而对学习困难儿童要全面评价，用综合措施进行矫治
Objectives: To understand the relationship between children’s learning difficulties and IQ, behavior and social life ability, and to provide scientific basis for improving children’s quality. Methods: 58 children with learning disabilities and 42 children with learning disabilities, respectively, the following tests, 1 - IQ test. The Rwengen test combined with the painter’s test, the 2-behavior test, the Rutter’s Pediatric Behavior Questionnaire, 3-Social Living Ability, and the Infant-Middle School Student Social Life Scale were used. The test data should be processed by SPSS statistical analysis software. Results: There were significant differences in IQ, behavior and living ability between the two groups by ANOVA and rank sum test. Multivariate Logistic complete regression analysis showed that the correlation between learning difficulties and IQ, behavior and social life skills were significant and highly significant. Conclusions: Children with learning disabilities have poor performance in terms of intelligence, behavior and social life skills, so children with learning disabilities should be fully evaluated and comprehensive measures should be taken to correct them