人们经常推测,慢性疲劳综合征(CFS)的学校功能受到显着影响;然而,这种现象是如何表现的,很少被描述。
本系统综述综合并严格评估了方法,constructs,以及用于评估CFS学生学校功能的工具。在电子数据库中进行了搜索(CINAHL,MEDLINE,PubMed,ERIC,和PsycINFO)来定位测量CFS儿童和青少年学校功能的实证研究。
共有36篇论文符合纳入标准。到目前为止,最常报告的学校功能结构与出勤率有关。其次是学术功能,成就动机,和接受的教育服务。在研究中这些结构的测量几乎没有发现一致性。
当前的审查显示,患有CFS的儿童和青少年的学校经历很少被描述为缺课现象。需要改进当前的评估方法,以全面了解CFS对学校运作的影响。完全了解学校运作的多个方面将有助于告知有针对性的策略,以优化CFS学生的教育成果。
It is often surmised that school functioning is significantly impacted in chronic fatigue syndrome (CFS); however, how this phenomenon manifests itself has rarely been characterized.
This systematic
review synthesized and critically appraised methods, constructs, and instruments used to assess school functioning in students with CFS. Searches were conducted in electronic databases (CINAHL, MEDLINE, PubMed, ERIC, and PsycINFO) to locate empirical studies that measured school functioning in children and adolescents with CFS.
A total of 36 papers met the inclusion criteria. By far the most commonly reported school functioning construct measured related to school attendance. This was followed by academic functioning, achievement motivation, and educational services received. Little consistency was found in the measurement of these constructs across studies.
The current
review revealed that the school experiences of children and adolescents with CFS have rarely been characterized beyond school absenteeism. Improvements in current assessment methods are required to comprehensively understand the impact of CFS on school functioning. Completely understanding the multiple aspects of school functioning will help to inform targeted strategies to optimize educational outcomes for students with CFS.