Children neural development evaluation system and method based on informing person questionnaire

Abstract

The invention discloses a child neural development evaluation system and method based on a questionnaire of a sentior, and the system comprises a data collection module which is configured to obtain a child neural development behavior feature data set through a multi-source clinical database; a multi-dimensional evaluation module; the standardized evaluation module is configured to call a corresponding evaluation unit according to an age grading rule and perform standardized score conversion based on a norm database; and the result generation module is configured to output a comprehensive diagnosis report containing the three-dimensional evaluation result. Through the data acquisition module, the system can efficiently acquire a child neurodevelopment behavior characteristic data set from a multi-source clinical database, and the comprehensiveness and accuracy of data are ensured. And the standardized evaluation module can call a corresponding evaluation unit according to the age of the child, and performs standardized score conversion by using a norm database. This ensures the objectivity and comparability of the evaluation results, enabling the evaluation results to be effectively compared and analyzed between different children.

Description

Technical Field

[0001] The present disclosure relates to the field of child neurodevelopment disorder assessment. Specifically, it relates to a Subjective Compliance Assessment Questionnaire (SCAQ) for Developmental Coordination Disorder (DCD), Attention Deficit / Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD), and more specifically, to a child neurodevelopment assessment system and method based on an informant questionnaire. Background Art

[0002] Developmental Coordination Disorder (DCD), Attention Deficit / Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD) are common neurodevelopment disorders in childhood, which have a significant impact on children's daily life, academic performance, and mental state. Due to the different core characteristics of these disorders, there are higher requirements for the accuracy, scientificity, and wide applicability in the design and application of assessment tools.

[0003] 1. Developmental Coordination Disorder (DCD)

[0004] Regarding the assessment tools for Developmental Coordination Disorder, they are generally divided into task-based and scale-based types:

[0005] (1) Task-based assessment tools: Such as the Movement Assessment Battery for Children-2 (MABC-2), which is widely accepted and applied, and requires children to perform actual tasks (such as fine hand movements, object manipulation ability, etc.). Although such tools are regarded as the "gold standard" due to their scientificity and rigor, their operation is complex, time-consuming, and requires professional equipment and trained assessors, so their application is limited in large-scale screening.

[0006] (2) Scale-based assessment tools: Such as the Developmental Coordination Disorder Questionnaire (DCDQ), which adopts the form of an informant (such as parents or teachers) subjective rating questionnaire, is easy to operate, and is suitable for preliminary screening. However, the reliability and validity of the DCDQ are controversial among researchers due to the limitations of the sample cultural background and the scale itself. In addition, there is still room for improvement in the localization adaptation of existing scales and their application to Chinese children.

[0007] 2. Attention Deficit / Hyperactivity Disorder (ADHD)

[0008] Attention deficit / hyperactivity disorder (ADHD) is mainly characterized by attention deficit and / or hyperactivity-impulsivity, which seriously affect children's academic performance, social interaction and daily functions. Current assessment tools for ADHD include behavioral observation, standardized tests, and informant reports:

[0009] (1) Behavioral observation: By observing and recording children's behavioral characteristics by professional assessors, relatively real performance data can be obtained. However, due to time and situational limitations, its wide application is indeed difficult. This method is usually used for auxiliary assessment rather than an independent diagnostic basis.

[0010] (2) Standardized tests: Such as the Continuous Performance Test (CPT), which can provide quantitative indicators, but require equipment support and have relatively high requirements for the cooperation of the subjects.

[0011] (3) Informant reports: Such as the ADHD Rating Scale-IV (ADHDRS-IV), which is filled out by parents or teachers and reflects the degree of children's symptoms through objective scoring. The invention patent with the patent publication number CN113628725B discloses an executive ability training system for attention deficit hyperactivity disorder. This patent mentions a scale acquisition module, whose function is to acquire assessment scales, which are respectively the first assessment scale fed back by the first user terminal and the second assessment scale fed back by the second user terminal. Such questionnaire forms are relatively popular, but due to the cultural adaptability of the questionnaire and the subjectivity of the informants, it may affect the diagnostic accuracy.

[0012] 3. Specific learning disorder (SLD)

[0013] Specific learning disorder (SLD) is mainly manifested as significant difficulties in reading (such as dyslexia), writing (such as dysgraphia) or mathematics (such as dyscalculia) skills, which significantly affect academic achievement. These difficulties usually deviate from the age expectations of children and cannot be fully explained by intelligence, insufficient educational opportunities or other disorders (such as auditory or visual impairments). The assessment tools for SLD are mainly divided into two categories:

[0014] (1) Direct measurement: It includes standardized academic ability tests, such as reading comprehension tests, spelling ability tests, and mathematical reasoning tests, etc. These tools can directly quantify children's academic performance and are used for the formulation of diagnosis and intervention programs. However, their use requires professional operation, usually takes a long time, and is limited by the standardization degree of the assessment scenario and cultural background differences.

[0015] (2) Indirect measurement: The informant subjective evaluation questionnaire collects observational data of children's learning performance from parents or teachers, and has the advantages of simple operation, low cost and wide applicability, such as the Learning Disability Screening Scale. However, to ensure the accuracy of the questionnaire, cultural adaptation adjustment is required, and the potential impact of different situations on children's behavioral performance should be fully considered.

[0016] 4. Limitations of existing assessment tools

[0017] Although the above assessment tools have played an important role in the screening of neurodevelopmental disorders, the current tools have the following problems:

[0018] (1) Operational complexity: Although the task-based assessment tools are highly scientific, they require high operation costs and professional training, and it is difficult to promote them to large-scale screening.

[0019] (2) Cultural adaptability: Many scales are developed based on European and American samples, and their reliability and validity are limited in Chinese children, so localization adjustment and adaptation are required.

[0020] (3) Dispute over diagnostic quality: Some scales have limited performance in the consistency and accuracy of assessment results and are vulnerable to the subjective bias of informants. Summary of the Invention

[0021] The purpose of the present invention is to overcome the deficiencies of the prior art and provide a child neurodevelopment assessment system and method based on an informant questionnaire, aiming to help parents, educators and clinicians quickly identify potential neurodevelopment problems of children, so as to provide a reliable basis for early diagnosis and scientific intervention.

[0022] The purpose of the present invention is achieved by the following technical solutions:

[0023] A child neurodevelopment assessment system based on an informant questionnaire, comprising:

[0024] A data acquisition module configured to obtain a set of child neurodevelopment behavior characteristic data through a multi-source clinical database;

[0025] A multi-dimensional evaluation module, including a Developmental Coordination Disorder Assessment Unit (i.e., the SCAQ-DCD unit), an Attention Deficit Hyperactivity Disorder Assessment Unit (i.e., the SCAQ-ADHD unit) and a Specific Learning Disorder Assessment Unit (i.e., the SCAQ-SLD unit);

[0026] A standardization assessment module configured to call the corresponding assessment unit according to the age grading rule and perform a standardized score conversion based on a norm database;

[0027] A result generation module configured to output a comprehensive diagnostic report including three-dimensional evaluation results;

[0028] Among them, the data acquisition module includes:

[0029] An early data screening unit that screens a sensitive item set based on the results of operational task assessments;

[0030] A confirmatory research unit configured to optimize the item sensitivity through comparative analysis with a gold standard;

[0031] A norm establishment unit configured to establish a percentile normalization interval based on large sample data.

[0032] As a preferred method, the data acquisition module implements item screening in the following way:

[0033] In the first acquisition stage, a motor coordination ability questionnaire, an attention behavior observation scale, and a learning ability test tool are used in combination to extract feature items that are significantly correlated with DCD, ADHD, and SLD;

[0034] In the second acquisition stage, confirmatory factor analysis is used to divide the feature items into dimensions, and a three-dimensional DCD evaluation structure including hand flexibility, positioning and grasping, and balance, a two-dimensional ADHD evaluation structure including attention deficit and hyperactivity / impulsivity, and a two-dimensional SLD evaluation structure including reading and writing ability and calculation ability are established.

[0035] As a preferred method, the standardized assessment module includes:

[0036] An age adaptation unit configured to dynamically select an assessment tool according to predefined applicable rules:

[0037] Enable the SCAQ-DCD unit for children aged 3 - 6, with a test duration of 4 - 5 minutes;

[0038] Enable the SCAQ-ADHD unit for children aged 5 - 12, with a test duration of 5 - 8 minutes;

[0039] Enable the SCAQ-SLD unit for children aged 7 - 12, with a test duration of 8 - 10 minutes;

[0040] A standardization conversion unit configured to convert the original score into a percentage score rate based on a normal distribution model, where:

[0041] The SCAQ-DCD unit sets different critical values according to age groups (≤29% rate for 3-year-olds, ≤49% rate for 4-year-olds, ≤69% rate for 5 - 6-year-olds);

[0042] The SCAQ-ADHD unit classifies and determines based on the abnormal frequency counts of the attention deficit items and hyperactivity / impulsivity items;

[0043] The SCAQ-SLD unit sets diagnostic thresholds for reading and writing ability and calculation ability by grade stratification.

[0044] As a preferred embodiment, the Developmental Coordination Disorder Assessment Unit (SCAQ-DCD) includes:

[0045] A hand dexterity test group, including fine motor evaluation items such as buttoning and using tableware;

[0046] A positioning and grasping test group, including gross motor evaluation items such as catching a ball and throwing an object;

[0047] A balance test group, including postural control evaluation items such as standing on one foot and walking on a curb;

[0048] Among them, each evaluation item adopts a four-level progressive option design, and the option scores correspond to a gradient of 0-3 points. The total score rate is calculated by the formula (sum of scores / maximum possible score) * 100.

[0049] As a preferred embodiment, the Attention-Deficit / Hyperactivity Disorder Assessment Unit (SCAQ-ADHD) adopts a problem structure derived from the DSM-IV standard and includes:

[0050] An attention deficit subunit, including N1 questions for evaluating sustained attention and task persistence, where N1 is a positive integer; a hyperactivity / impulsivity subunit, including N2 questions for evaluating activity level and behavior control, where N1 is a positive integer;

[0051] Among them, each question adopts a four-level frequency scale (1 = never, 2 = occasionally, 3 = often, 4 = always), and the judgment rule is:

[0052] In the attention deficit items, if ≥n1 questions are selected as 3 or 4, it is judged as abnormal, where n1 ≤ N1 and n1 is a positive integer;

[0053] In the hyperactivity / impulsivity items, if ≥n2 questions are selected as 3 or 4, it is judged as abnormal, where n2 ≤ N2 and n2 is a positive integer;

[0054] The abnormal combination types include pure attention type, pure hyperactivity type, and mixed type.

[0055] As a preferred embodiment, the Specific Learning Disorder Assessment Unit (SCAQ-SLD) includes:

[0056] A reading and writing ability sub-module, configured with 15 items for evaluating phonological awareness, grapheme recognition, and reading comprehension;

[0057] A calculation ability sub-module, configured with 13 items for evaluating number sense formation, mastery of operation rules, and solving math problems;

[0058] Among them, the senior grade test items include advanced contents such as fractional understanding and application problem analysis, and adopt a dynamic question presentation technology. When it is detected that the tested grade ≥ grade 3, additional questions will be automatically loaded.

[0059] As a preferred mode, it further includes a multi-modal data acquisition interface, configured to:

[0060] Receive the digitized input data of the offline paper quality form;

[0061] Connect to the mini-program API of the online evaluation platform to obtain the electronic questionnaires filled in by parents in real time;

[0062] Integrate the structured medical record data of the hospital HIS system (hospital inpatient management system) to supplement perinatal risk factors and developmental history information;

[0063] The interface includes a data verification unit, configured to detect option mutual exclusion relationships (such as the "normal live birth" and "premature birth" options in basic information are mutually exclusive), missing item reminders, and logical contradiction warnings.

[0064] As a preferred mode, the method for establishing the norm database includes:

[0065] A stratified sampling unit that conducts stratified sampling by age, gender, and region, with a sample size of ≥5000 cases;

[0066] A standard determination unit that calibrates the item difficulty parameters using the Item Response Theory (IRT) and determines the optimal diagnostic cut-off value for each dimension in combination with the Receiver Operating Characteristic curve (ROC);

[0067] A dynamic update unit, configured to automatically adjust the norm parameters according to newly collected data, and trigger model retraining when the new sample size reaches the threshold of 1000 cases.

[0068] As a preferred mode, the result generation module includes:

[0069] A risk warning unit, configured to generate a yellow warning when the evaluation result of any dimension reaches the suspected abnormal threshold;

[0070] A comprehensive judgment unit, configured to generate a red warning and recommend referral when two or more dimensions are abnormal at the same time;

[0071] A report generation unit, configured to output a structured report containing the following elements:

[0072] The standardized scores and percentile rankings of each dimension;

[0073] A comparison radar chart with the peer norm group;

[0074] Descriptive analysis of specific abnormal behavior characteristics;

[0075] Graded intervention suggestions (family training, school support, clinical referral).

[0076] As a preferred mode, the reliability and validity verification indicators of the system include:

[0077] Internal consistency reliability: Cronbach's α of SCAQ-DCD ≥ 0.87, α of SCAQ-ADHD ≥ 0.91;

[0078] Construct validity: CFI of confirmatory factor analysis ≥ 0.94, TLI ≥ 0.93, RMSEA ≤ 0.07;

[0079] Criterion validity: Correlation coefficient r of the motor assessment with MABC-2 ≥ 0.75, correlation coefficient r of the attention item with ADHD RS-IV ≥ 0.82;

[0080] Test-retest reliability: Intraclass correlation coefficient ICC for an interval of 2 weeks ≥ 0.85.

[0081] A method for assessing children's neurodevelopment based on an informant questionnaire, comprising the following steps:

[0082] Obtain children's neurodevelopment behavior characteristic data through a multi-source clinical database, combine a motor coordination ability questionnaire, an attention behavior observation scale, and a learning ability test tool, and extract characteristic items significantly related to DCD, ADHD, and SLD;

[0083] Use confirmatory factor analysis to divide the dimensions of the characteristic items, and establish a three-dimensional assessment structure for DCD including hand flexibility, positioning and grasping, and balance, a two-dimensional assessment structure for ADHD including attention deficit and hyperactivity / impulsivity, and a two-dimensional assessment structure for SLD including reading and writing ability and calculation ability;

[0084] Construct a norm database based on large-sample data of stratified sampling, calibrate the item difficulty parameters using the item response theory (IRT), and determine the diagnostic cut-off values for each dimension in combination with the ROC curve;

[0085] Dynamically call the corresponding assessment units according to the age of the testee. The assessment units include the SCAQ-DCD unit, the SCAQ-ADHD unit, and the SCAQ-SLD unit, and convert the original score into a percentile standardized score through a normal distribution model;

[0086] Output a comprehensive diagnostic report including three-dimensional standardized scores, percentile rankings, and graded intervention suggestions.

[0087] As a preferred method, the SCAQ-DCD unit is enabled for children aged 3 - 6 years, the test duration is 4 - 5 minutes, and the cut-off values are defined according to age (≤ 29% for 3-year-olds, ≤ 49% for 4-year-olds, ≤ 69% for 5 - 6-year-olds) and abnormalities are determined;

[0088] Enable the SCAQ-ADHD unit for children aged 5 - 12. The test duration is 5 - 8 minutes. Count the number of questions with high-frequency options ≥ X in the attention deficit items and hyperactivity / impulsivity items to determine the subtype, where X is the threshold.

[0089] Enable the SCAQ-SLD unit for children aged 7 - 12. The test duration is 8 - 10 minutes. Set the diagnostic thresholds for reading and writing skills and calculation skills according to grade stratification, and automatically load additional questions on fractional understanding and application problem analysis for higher grades.

[0090] The present invention has at least the following beneficial effects: Through the data acquisition module, the system can efficiently obtain the data set of children's neurodevelopmental behavior characteristics from multi-source clinical databases, ensuring the comprehensiveness and accuracy of the data. The design of the multi-dimensional evaluation module enables the system to evaluate multiple key areas of children's neurodevelopment, including developmental coordination disorder, attention deficit hyperactivity disorder, and specific learning disorder. The standardized evaluation module can call the corresponding evaluation unit according to the age of the child and perform standardized score conversion using the norm database. This ensures the objectivity and comparability of the evaluation results, enabling effective comparison and analysis of the evaluation results among different children.

[0091] The result generation module can output a comprehensive diagnostic report containing three-dimensional evaluation results, providing intuitive and comprehensive evaluation results for doctors and parents. This helps them better understand the neurodevelopmental status of children, thereby formulating more scientific and reasonable intervention plans. In summary, the children's neurodevelopment evaluation system based on the informant questionnaire has beneficial effects such as comprehensive data acquisition, diverse evaluation dimensions, objective and comparable evaluation results, and intuitive and comprehensive diagnostic reports. It is of great significance for improving the accuracy and effectiveness of children's neurodevelopment evaluation, helping parents, educators, and clinicians quickly identify potential neurodevelopmental problems in children, and thus providing a reliable basis for early diagnosis and scientific intervention. Detailed implementation mode

[0092] In the following content, the implementation modes of the present disclosure are described in detail. However, it should be clear that the present disclosure is not limited to the specific forms shown here. On the contrary, it should be understood to cover various changes, equivalent forms, and / or alternative solutions of the implementation modes of the present disclosure.

[0093] In various embodiments of the present disclosure, expressions such as "first", "second", "the first", or "the second" are used to modify different components, rather than indicating order and / or importance, nor imposing limitations on the corresponding components. For example, the first user device and the second user device respectively represent different user devices, although they both belong to the category of user devices. Similarly, the first component can be named the second component, and the second component can also be named the first component, which does not change their essential properties within the scope of the present disclosure.

[0094] In this disclosure, terms are used to elaborate on specific embodiments and do not constitute limitations to this disclosure. In this context, the use of the singular form also encompasses the plural form, unless otherwise clearly stated in the text. During the elaboration, it should be understood that terms such as "comprising" or "having" are intended to indicate the existence of features, quantities, steps, operations, structural components, parts, or combinations thereof, without precluding the possibility or addition of one or more other features, quantities, steps, operations, structural components, parts, or combinations thereof.

[0095] It should be clear that although detailed specific details are provided in the following description to assist in a comprehensive understanding of the exemplary embodiments. However, professionals in the field should be aware that even without these specific details, the exemplary embodiments can still be implemented. For example, the system can be presented in the form of a block diagram to avoid excessive details interfering with the clarity of the example. In other cases, to maintain the clarity of the example, unnecessary details of well-known processes, structures, and technologies may be omitted.

[0096] A children's neurodevelopment assessment system, comprising:

[0097] A data acquisition module configured to obtain a set of children's neurodevelopment behavior characteristic data through a multi-source clinical database; a multi-dimensional evaluation module, including a Developmental Coordination Disorder assessment unit, namely the SCAQ-DCD unit), an Attention Deficit Hyperactivity Disorder assessment unit, namely the SCAQ-ADHD unit, and a Specific Learning Disorder assessment unit, namely the SCAQ-SLD unit;

[0098] A standardization evaluation module configured to call the corresponding evaluation unit according to the age grading rules and perform a standardized score conversion based on a norm database;

[0099] A result generation module configured to output a comprehensive diagnostic report containing three-dimensional evaluation results;

[0100] Wherein, the data acquisition module includes:

[0101] An early data screening unit configured to screen a sensitive item set based on the results of an operability task assessment;

[0102] A validation study unit configured to optimize the question sensitivity through comparative analysis with the gold standard;

[0103] A norm establishment unit configured to establish a percentile normalization interval based on large sample data.

[0104] The present invention has the following positive effects: The data acquisition module enables the system to efficiently obtain a dataset of children's neurodevelopmental behavior characteristics from multiple clinical databases, ensuring the integrity and accuracy of the data. This lays a solid foundation for subsequent evaluation work. The design of the multi-dimensional evaluation module allows the system to evaluate multiple key areas of children's neurodevelopment, covering developmental coordination disorder, attention deficit hyperactivity disorder, and specific learning disorder. This comprehensive evaluation method helps to more accurately identify problems in children's neurodevelopment and provides a strong basis for subsequent intervention and treatment. In addition, the standardized evaluation module can select the corresponding evaluation unit according to the child's age and perform standardized score conversion using the norm database. This ensures the objectivity and comparability of the evaluation results, enabling effective comparison and analysis of the evaluation results between different children. The result generation module can output a comprehensive diagnostic report containing three-dimensional evaluation results, providing clear and comprehensive evaluation results for doctors and parents. This helps them to more deeply understand the neurodevelopmental status of children and thus formulate more scientific and reasonable intervention plans.

[0105] Generally speaking, the children's neurodevelopment evaluation system has positive effects such as comprehensive data acquisition, diverse evaluation dimensions, objectively comparable evaluation results, and intuitive and comprehensive diagnostic reports, which is of great significance for improving the accuracy and effectiveness of children's neurodevelopment evaluation.

[0106] In a preferred embodiment, the data acquisition module realizes question screening in the following manner:

[0107] In the first acquisition stage, a motor coordination ability questionnaire, an attention behavior observation scale, and a learning ability test tool are combined to extract feature items significantly related to DCD, ADHD, and SLD;

[0108] In the second data collection stage, confirmatory factor analysis is used to divide the characteristic items into dimensions, establishing a three-dimensional DCD evaluation structure including hand flexibility, positioning and grasping, and balance, a two-dimensional ADHD evaluation structure including attention deficit and hyperactivity / impulsivity, and a two-dimensional SLD evaluation structure including reading and writing ability and calculation ability. The data collection module realizes the efficient screening and accurate evaluation of the questions through a phased approach. In the first data collection stage, by comprehensively using a variety of professional test tools, characteristic items significantly related to DCD, ADHD, and SLD are extracted, laying a solid foundation for subsequent analysis. In the second data collection stage, an advanced confirmatory factor analysis method is adopted to scientifically divide the characteristic items into dimensions, constructing a clear three-dimensional DCD evaluation structure, a two-dimensional ADHD evaluation structure, and a two-dimensional SLD evaluation structure. This structured evaluation method not only improves the accuracy and efficiency of the evaluation, but also helps professionals more intuitively understand and analyze the evaluation results, thus providing strong support for subsequent interventions.

[0109] In a preferred embodiment, the standardized evaluation module includes:

[0110] An age adaptation unit configured to dynamically select evaluation tools according to predefined applicable rules:

[0111] Enable the SCAQ-DCD unit for children aged 3 - 6, with a test duration of 4 - 5 minutes;

[0112] Enable the SCAQ-ADHD unit for children aged 5 - 12, with a test duration of 5 - 8 minutes;

[0113] Enable the SCAQ-SLD unit for children aged 7 - 12, with a test duration of 8 - 10 minutes;

[0114] A standardized conversion unit configured to convert the original score into a percentage score rate based on the normal distribution model, where:

[0115] The SCAQ-DCD unit sets different critical values according to age groups (≤29% for 3-year-olds, ≤49% for 4-year-olds, ≤69% for 5 - 6-year-olds);

[0116] The SCAQ-ADHD unit classifies and determines according to the abnormal frequency counts of the attention deficit item and the hyperactivity / impulsivity item;

[0117] The SCAQ-SLD unit sets diagnostic thresholds for reading and writing ability and calculation ability by grade stratification.

[0118] Through the age adaptation unit, the present invention dynamically selects appropriate assessment tools according to the age range of children, ensuring the pertinence and accuracy of the assessment. Different assessment tools are adopted for different age groups, avoiding the "one-size-fits-all" assessment method and improving the effectiveness and reliability of the assessment. The standardized conversion unit converts the original score into a percentage score rate, which is delimited based on the normal distribution model, making the assessment results more intuitive and understandable. Parents and educators can quickly understand the assessment situation of children and provide a reference for subsequent educational interventions. For the three units of SCAQ-DCD, SCAQ-ADHD, and SCAQ-SLD, different critical values, classification criteria, and diagnostic thresholds are set respectively. These scientific classifications not only help to accurately identify children's development problems but also provide clear guiding directions for educators, facilitating the formulation of targeted educational plans and intervention measures. The test duration of each assessment tool is appropriate, ensuring the comprehensiveness of the assessment while avoiding the fatigue and discomfort caused to children by overly long tests. At the same time, the automated processing of the standardized assessment module improves the assessment efficiency, making the assessment process more efficient and convenient.

[0119] In a preferred embodiment, the Developmental Coordination Disorder Assessment Unit (SCAQ-DCD) includes:

[0120] A hand dexterity test group, including fine motor assessment items such as buttoning and using utensils;

[0121] A positioning and grasping test group, including gross motor assessment items such as catching a ball and throwing an object;

[0122] A balance test group, including postural control assessment items such as standing on one foot and walking on a curb;

[0123] Among them, each assessment item adopts a four-level progressive option design, and the option scores correspond to a 0-3 point gradient. The total score rate is calculated by the formula (sum of scores / maximum possible score) * 100.

[0124] The evaluation unit can comprehensively and accurately evaluate an individual's performance in developmental coordination disorder through subdivided test groups, including the hand flexibility test group, the positioning and grasping test group, and the balance test group. Each test group has specific evaluation items, covering multiple aspects from fine motor skills to gross motor skills and then to postural control, thus ensuring the comprehensiveness and accuracy of the evaluation. Each evaluation item adopts a four-level progressive option design, which not only helps the evaluator observe and understand the degree of coordination disorder of the evaluated person more carefully, but also provides clear improvement directions and goals for the evaluated person. At the same time, the options are scored on a gradient of 0-3 points, making the evaluation results more quantitative and comparable, facilitating the evaluator's statistics and analysis. By calculating the total score rate through the formula (sum of scores / maximum possible score) * 100, it can intuitively reflect the overall performance of the evaluated person in developmental coordination disorder. This score rate not only helps the evaluator make accurate evaluation conclusions, but also provides targeted training suggestions and guidance for the evaluated person, promoting the gradual improvement of their coordination ability.

[0125] In summary, the developmental coordination disorder evaluation unit (SCAQ-DCD) has the beneficial effects of comprehensive, accurate, quantitative evaluation and easy operation and analysis, and is of great significance for evaluating and improving an individual's developmental coordination disorder.

[0126] In a preferred embodiment, the attention deficit hyperactivity disorder evaluation unit (SCAQ-ADHD) adopts a question structure derived from the DSM-IV standard and includes:

[0127] The attention deficit subunit, which includes 9 questions for evaluating sustained attention and task persistence;

[0128] The hyperactivity-impulsivity subunit, which includes 9 questions for evaluating activity level and behavior control;

[0129] Each question adopts a four-level frequency scale (1 = never, 2 = occasionally, 3 = often, 4 = always), and the judgment rule is:

[0130] In the attention deficit items, if ≥6 questions are selected as 3 or 4, it is judged as abnormal;

[0131] In the hyperactivity-impulsivity items, if ≥6 questions are selected as 3 or 4, it is judged as abnormal;

[0132] The abnormal combination types include the pure attention type, the pure hyperactivity type, and the mixed type.

[0133] The Attention Deficit Hyperactivity Disorder Assessment Unit (SCAQ-ADHD) follows the DSM-IV standards, ensuring the accuracy and professionalism of the assessment. By adopting a question structure derived from DSM-IV, SCAQ-ADHD can comprehensively and deeply evaluate an individual's attention deficit and hyperactivity / impulsivity, providing strong support for clinical diagnosis and treatment. The assessment unit is divided into an attention deficit subunit and a hyperactivity / impulsivity subunit, and each subunit contains 9 highly targeted assessment questions. This detailed classification and assessment method helps to more accurately identify the specific symptom manifestations of an individual, providing a basis for formulating personalized treatment plans. The use of a four-level frequency scale makes the assessment results more objective and quantitative. By counting the individual's choices on each question, it can intuitively reflect their performance in aspects such as sustained attention, task persistence, activity level, and behavior control, thus more accurately determining whether there is attention deficit hyperactivity disorder.

[0134] According to the judgment rules, SCAQ-ADHD can clearly distinguish three abnormal combination types: pure attention type, pure hyperactivity type, and combined type. This classification method helps doctors better grasp the characteristics of an individual's condition, providing an important reference for formulating targeted strategies. The Attention Deficit Hyperactivity Disorder Assessment Unit (SCAQ-ADHD) has beneficial effects such as accurate assessment, strong professionalism, detailed classification, and objective and quantitative results, which is of great significance for the clinical diagnosis and treatment of attention deficit hyperactivity disorder.

[0135] In a preferred embodiment, the Specific Learning Disorder Assessment Unit (SCAQ-SLD) includes:

[0136] A literacy sub-module configured with 15 items for assessing phonological awareness, orthographic recognition, and reading comprehension;

[0137] A computational ability sub-module configured with 13 items for assessing number sense formation, mastery of operation rules, and mathematical problem-solving;

[0138] Among them, the senior-level test items include advanced content such as fractional understanding and application problem analysis, and adopt dynamic question presentation technology. When it is detected that the tested grade ≥ grade 3, additional questions will be automatically loaded.

[0139] The Specific Learning Disorder Assessment Unit (SCAQ-SLD) can comprehensively and accurately evaluate students' key literacy skills such as phonological awareness, orthographic recognition, and reading comprehension through its literacy sub-module. This helps teachers promptly identify specific learning disorders in students' literacy, enabling them to take targeted teaching measures for intervention. Secondly, the setting of the numeracy sub-module allows for a more detailed and in-depth assessment of students' number sense formation, mastery of arithmetic rules, and mathematical problem-solving abilities. In particular, test items for senior students, such as understanding fractions and analyzing application problems, not only examine students' basic calculation abilities but also effectively assess their mathematical thinking and problem-solving abilities. At the same time, the application of dynamic item presentation technology can automatically load suitable additional items according to the grade of the test taker, ensuring the accuracy and pertinence of the assessment.

[0140] In summary, the Specific Learning Disorder Assessment Unit (SCAQ-SLD) provides a comprehensive and accurate assessment tool for teachers and students through scientific and reasonable sub-module settings and advanced assessment technologies. It helps to promptly discover and address specific learning disorders in students' literacy and numeracy, promoting the all-round development of students.

[0141] In a preferred embodiment, it further includes a multi-modal data acquisition interface, configured to:

[0142] Receive the digitized input data of offline paper questionnaires;

[0143] Connect to the mini-program API of the online assessment platform to obtain the electronic questionnaires filled in by parents in real-time;

[0144] Integrate the structured medical record data of the hospital HIS system (hospital inpatient management system) to supplement perinatal risk factors and developmental history information;

[0145] The interface includes a data verification unit, configured to detect mutually exclusive option relationships (such as the mutually exclusive options of "normal live birth" and "premature birth" in basic information), remind of missing items, and give early warnings of logical contradictions.

[0146] In a preferred embodiment, the method for establishing the norm database includes:

[0147] A stratified sampling unit that conducts stratified sampling by age, gender, and region, with a sample size of ≥ 5000 cases;

[0148] A standard determination unit that calibrates the item difficulty parameters using the Item Response Theory (IRT) and determines the optimal diagnostic cut-off values for each dimension in combination with the Receiver Operating Characteristic Curve (ROC);

[0149] A dynamic update unit, configured to automatically adjust the norm parameters according to newly collected data, and trigger model re-training when the new sample size reaches the threshold of 1000 cases.

[0150] The norm database ensures the representativeness and extensiveness of the samples through stratified sampling units. Stratified sampling by key characteristics such as age, gender, and region can effectively cover different populations, making the established norm database better reflect the real situation and improve the accuracy of the assessment. The standard setting unit uses the Item Response Theory (IRT) to calibrate the item difficulty parameters and determines the optimal diagnostic cut-off value for each dimension in combination with the Receiver Operating Characteristic (ROC) curve. This method makes the assessment criteria more scientific and objective. IRT can consider the difficulty differences of different items, while the ROC curve can help determine the optimal diagnostic cut-off value, thus improving the sensitivity and specificity of the assessment. The configuration of the dynamic update unit enables the norm database to be continuously updated and optimized as new data is collected. When the new sample size reaches the preset threshold, the model will trigger retraining to ensure the timeliness and accuracy of the norm database. This dynamic update mechanism enables the norm database to better adapt to the changing assessment needs.

[0151] In summary, the method for establishing the norm database ensures the accuracy, scientificity, and timeliness of the assessment through scientific sampling, calibration, and update mechanisms, providing strong support for research and applications in related fields.

[0152] In a preferred embodiment, the result generation module includes:

[0153] A risk warning unit configured to generate a yellow warning when the assessment result of any dimension reaches the suspected abnormal threshold;

[0154] A comprehensive judgment unit configured to generate a red warning and recommend referral when two or more dimensions are abnormal at the same time;

[0155] A report generation unit configured to output a structured report including the following elements:

[0156] The standardized scores and percentile rankings of each dimension;

[0157] A comparison radar chart with the same-age norm group;

[0158] A descriptive analysis of specific abnormal behavior characteristics;

[0159] Hierarchical intervention suggestions (home training, school support, clinical referral).

[0160] The design of the result generation module brings significant advantages in many aspects. The risk warning unit can monitor the evaluation results of each dimension in real time. Once the suspected abnormal threshold is reached, a yellow warning is immediately generated, effectively improving the timeliness and accuracy of risk identification. Secondly, when abnormalities occur simultaneously in multiple dimensions, the comprehensive judgment unit automatically generates a red warning and recommends referral, which helps to quickly respond to complex or serious abnormalities and ensures that individuals receive timely and professional medical attention.

[0161] The function of the report generation unit further enhances the practicality and readability of the results. The structured report not only includes the standardized scores and percentile rankings of each dimension, providing objective quantitative indicators, but also intuitively shows the performance of the evaluation object in each dimension through a comparison radar chart with the peer norm group. In addition, the report also details the specific abnormal behavior characteristics, providing a basis for understanding the essence of the problem. Finally, the graded intervention suggestions section gives targeted family training, school support, and clinical referral suggestions based on the evaluation results, providing strong support for formulating personalized intervention plans.

[0162] By integrating the functions of risk warning, comprehensive judgment, and report generation, the result generation module realizes a comprehensive, timely, and accurate evaluation of an individual's mental state, provides a scientific basis for formulating effective intervention measures, and has important practical application value.

[0163] In a preferred embodiment, the reliability and validity verification indicators of the system include:

[0164] Internal consistency reliability: Cronbach's α of SCAQ-DCD ≥ 0.87, α of SCAQ-ADHD ≥ 0.91;

[0165] Construct validity: CFI of confirmatory factor analysis ≥ 0.94, TLI ≥ 0.93, RMSEA ≤ 0.07;

[0166] Criterion validity: Correlation coefficient r with the motor assessment of MABC-2 ≥ 0.75, correlation coefficient r with the attention item of ADHD RS-IV ≥ 0.82;

[0167] Test-retest reliability: Intraclass correlation coefficient ICC ≥ 0.85 at an interval of 2 weeks.

[0168] The reliability and validity verification indicators of the system include the following aspects. Internal consistency reliability: The Cronbach's α coefficient of the SCAQ-DCD scale is not less than 0.87, and the α coefficient of the SCAQ-ADHD scale is not less than 0.91, indicating good consistency among the items within the scale and stable and reliable measurement results. Construct validity: Through confirmatory factor analysis, the comparative fit index CFI obtained is not less than 0.94, the Tucker-Lewis index TLI is not less than 0.93, and the root mean square error of approximation RMSEA does not exceed 0.07, verifying the rationality of the scale structure. Criterion validity: The correlation coefficient with the motor assessment of MABC-2 is not less than 0.75, and the correlation coefficient with the attention item of ADHD RS-IV is not less than 0.82, indicating a high correlation between the scale and the criterion measurement results and good criterion validity. Test-retest reliability: For the retest conducted at an interval of 2 weeks, the intraclass correlation coefficient ICC obtained is not less than 0.85, indicating high consistency of the measurement results at different time points and good cross-time stability. Through strict reliability and validity verification, the accuracy and reliability of the evaluation results of this system are ensured, providing a powerful tool and support.

[0169] A method for assessing children's neurodevelopment based on an informant questionnaire, comprising the following steps:

[0170] Obtain children's neurodevelopmental behavior characteristic data through a multi-source clinical database, and combine a motor coordination ability questionnaire, an attention behavior observation scale, and a learning ability test tool to extract characteristic items significantly related to DCD, ADHD, and SLD;

[0171] Use confirmatory factor analysis to divide the dimensions of the characteristic items, and establish a three-dimensional assessment structure for DCD including hand flexibility, positioning and grasping, and balance, a two-dimensional assessment structure for ADHD including attention deficit and hyperactivity-impulsivity, and a two-dimensional assessment structure for SLD including reading and writing ability and calculation ability;

[0172] Construct a norm database based on large-sample data of stratified sampling, calibrate the item difficulty parameters using the item response theory (IRT), and determine the diagnostic cut-off values for each dimension in combination with the ROC curve;

[0173] Dynamically call the corresponding evaluation units according to the age of the testee. The evaluation units include the SCAQ-DCD unit, the SCAQ-ADHD unit, and the SCAQ-SLD unit, and convert the original score into a percentile standardized score through a normal distribution model;

[0174] Output a comprehensive diagnostic report including three-dimensional standardized scores, percentile rankings, and hierarchical intervention suggestions.

[0175] By integrating multi-source clinical databases and various assessment tools, this method can comprehensively extract feature items significantly related to DCD (Developmental Coordination Disorder), ADHD (Attention-Deficit / Hyperactivity Disorder), and SLD (Specific Learning Disorder), and then establish specialized assessment structures for different disorder types, ensuring the comprehensiveness and pertinence of the assessment. Using confirmatory factor analysis to divide the dimensions of feature items, combining the Item Response Theory (IRT) to calibrate the item difficulty parameters, and the ROC curve to determine the diagnostic cut-off value, the application of these methods improves the scientificity and accuracy of the assessment, making the assessment results more reliable.

[0176] Dynamically call the corresponding assessment unit according to the age of the testee, and convert the original score into a percentile standardized score through the normal distribution model. This method realizes personalized assessment and can more accurately reflect the neurodevelopmental status of children at different age stages. At the same time, dynamically adjust the assessment content to make the assessment more in line with the actual development of children. The output comprehensive diagnostic report includes three-dimensional standardized scores, percentile rankings, and graded intervention suggestions. The report content is clear and easy for parents and professionals to understand the neurodevelopmental status of children and formulate effective intervention measures based on this to promote the healthy growth of children.

[0177] In a preferred embodiment,

[0178] Enable the SCAQ-DCD unit for children aged 3 - 6 years old, with a test duration of 4 - 5 minutes. Set the percentile cut-off values according to age (≤29% for 3-year-olds, ≤49% for 4-year-olds, ≤69% for 5 - 6-year-olds) and determine abnormalities;

[0179] Enable the SCAQ-ADHD unit for children aged 5 - 12 years old, with a test duration of 5 - 8 minutes. Count the number of items with ≥6 high-frequency option selections (3 = often, 4 = always) in the attention deficit items and hyperactivity / impulsivity items to determine the subtype;

[0180] Enable the SCAQ-SLD unit for children aged 7 - 12 years old, with a test duration of 8 - 10 minutes. Set the diagnostic thresholds for reading and writing ability and calculation ability according to grade stratification, and automatically load additional questions for fractional understanding and application problem analysis for higher grades.

[0181] The test plan enables the three units of SCAQ-DCD, SCAQ-ADHD, and SCAQ-SLD for children of different age groups respectively, effectively achieving accurate assessment of developmental coordination disorder, attention deficit hyperactivity disorder, and specific learning disorder in children. For children aged 3-6, the SCAQ-DCD unit can quickly identify the risk of developmental coordination disorder through a short 4-5-minute test combined with age-defined percentile cut-off values, providing strong support for early intervention. For children aged 5-12, the SCAQ-ADHD unit accurately determines the subtype by carefully counting the number of high-frequency options in the attention deficit items and hyperactivity-impulsivity items through a 5-8-minute test, which helps to develop personalized treatment plans. For children aged 7-12, the SCAQ-SLD unit not only assesses reading and writing skills and calculation ability through an 8-10-minute test with diagnostic thresholds set according to grades, but also automatically loads additional questions in higher grades to comprehensively examine fractional understanding and application problem-solving ability, providing targeted counseling suggestions for children with specific learning disorder. This test plan is easy to operate with moderate test duration, which can effectively reduce the test burden on children, improve the accuracy and efficiency of assessment at the same time, and provide a scientific basis for children's mental health and educational intervention.

[0182] In a preferred embodiment, the data acquisition module is configured with an informant interaction interface, including: a parent authentication unit to confirm the eligibility of the filler through kinship options (biological parents / step-parents / grandparents, etc.); an informativeness verification unit configured to detect abnormal filling duration (<50% of the standard duration) or contradictory options (such as selecting both "normal live birth" and "premature birth" at the same time); a supplementary explanation window that pops up a detailed inquiry interface (such as birth injury history, NICU admission record) when high-risk indicators are detected.

[0183] The question design of the assessment items is based on the daily behaviors observable by informants: the hand flexibility items include easily observable indicators for parents such as "buttoning completion" and "tableware use proficiency"; the balance items include common outdoor activity scenarios such as "curb walking stability" and "one-leg standing duration"; the option description of each question adopts a two-dimensional description of "completion quality + assistance requirement" (for example, option B is described as "can only be completed with oral prompts").

[0184] In a preferred embodiment, an authenticated insider terminal receives the basic information of a child, and the terminal includes a parent mobile device or a teacher workstation; an assessment question bank is dynamically loaded according to the age characteristics of the child, and based on the behavioral observation feedback of the insider, a hierarchical scoring algorithm is used to generate a three-dimensional assessment result, including: The first calculation layer: converting the original options into an operational ability score of 0-3 points; The second calculation layer: calculating the composite movement score of hand flexibility (weight 0.4), balance (weight 0.3), and positioning and grasping (weight 0.3) by dimension weighting; The third calculation layer: comparing the composite score with the norm database to generate a percentile ranking.

[0185] The receipt of the basic information of a child by an authenticated insider terminal ensures the accuracy and security of the information. Parents or teachers can conveniently participate in the assessment process through mobile devices or workstations, improving the feasibility and efficiency of the assessment. Dynamically loading the assessment question bank according to the age characteristics of the child makes the assessment content more in line with the actual situation of the child, can more accurately reflect the development of the child's motor ability at different age stages, and helps to timely discover and correct potential problems. Using a hierarchical scoring algorithm to generate a three-dimensional assessment result, converting the original options into an operational ability score through the first calculation layer, calculating the composite movement score by dimension weighting in the second calculation layer, and comparing the composite score with the norm database to generate a percentile ranking in the third calculation layer. This process not only improves the objectivity and accuracy of the assessment result, but also can comprehensively and meticulously reflect the advantages and disadvantages of the child in terms of motor ability. This solution provides a systematic and scientific tool for the assessment of children's motor ability, helps parents and teachers better understand the development status of children's motor ability, formulate targeted training plans, and promote the all-round development of children's motor ability. At the same time, this solution also provides reliable data support for the research of children's motor ability, and helps to promote the in-depth and development of related field research.

[0186] In one embodiment, the following solution is adopted.

[0187] Data collection and formation of scale questions. The design of the scale questions is based on multiple large-sample clinical data and field research. Specifically, data collection and analysis include the following main stages:

[0188] (1) Early data collection: During this period, sample data containing multiple questionnaire tools were collected, and diagnostic analysis was carried out in combination with operational task assessment. Through these data, the items most sensitive to developmental coordination disorder (DCD), attention deficit hyperactivity disorder (ADHD), and specific learning disorder (SLD) were screened out, and further dimensional analysis was carried out to provide a scientific basis for the design of the scale questions.

[0189] (2) Late-stage data collection and norm establishment: During this period, a confirmatory study of the scale was conducted based on a large-scale sample of children. Through comparative analysis with existing gold standard tools (such as MABC-2, ADHDRS-IV, etc.), the sensitivity and diagnostic accuracy of the items were optimized. At the same time, norms were established based on the sample data, and a standardized range was delimited, providing a reliable reference for the accuracy of the evaluation results.

[0190] Reliability and validity analysis: The reliability and validity analysis of the scale ensured its accuracy and applicability. The comparison results with the gold standard tool showed that the scale of the present invention had excellent performance in diagnosing children's neurodevelopmental disorders:

[0191] (1) Subjective Evaluation Questionnaire for Developmental Coordination Disorder in Children (SCAQ-DCD)

[0192] This scale combines the international gold standard tool MABC and is adjusted locally according to the actual situation of Chinese children. The comparative analysis with MABC shows that the scale can accurately identify children with developmental coordination disorder, especially in the measurement of motor development level. The results of the reliability and validity analysis (Cronbach's α = 0.870, CFI = 0.945, TLI = 0.932) indicate that it has high reliability and validity. At the same time, the signal detection theory analysis shows that when compared with MABC-2, the performance of SCAQ-DCD is better than that of DCDQ, further verifying its effectiveness.

[0193] (2) Subjective Evaluation Questionnaire for Attention-Deficit / Hyperactivity Disorder in Children (SCAQ-ADHD)

[0194] This scale is revised based on the DSM-IV standard to evaluate children's attention deficit and hyperactivity / impulsivity symptoms. Compared with mature tools, the scale shows high internal consistency (Cronbach's α = 0.91) and construct validity (χ 2 = 905, RMSEA = 0.068), verifying its applicability in the Chinese children population.

[0195] (3) Subjective Evaluation Questionnaire for Specific Learning Disorder in Children (SCAQ-SLD)

[0196] This scale is specifically used to evaluate children's reading and writing ability and calculation ability, and its effectiveness is verified through comparative analysis with existing screening tools for learning disorders. The scale covers two main dimensions: reading and writing ability and calculation ability. The reliability and validity analysis shows that SCAQ-SLD has good internal consistency and construct validity.

[0197] Norm establishment and standard delimitation: To ensure the applicability and accuracy of the scale, norm construction was carried out based on large-scale sample data, and standards were delimited according to the age and ability level of children.

[0198] The Subjective Evaluation Questionnaire for Informed Persons of Children with Developmental Coordination Disorder (SCAQ-DCD) is based on the MABC gold standard tool, and has carried out a detailed validity analysis, and uses percentiles to delimit the standard interval. This standard evaluates the motor development level according to the specific performance of children, which helps to identify developmental coordination disorder. The Parent Questionnaire for Attention Deficit Hyperactivity Disorder (SCAQ-ADHD) delimits the evaluation criteria for attention deficit and hyperactivity / impulsive behaviors by comparing with a mature scale and combining norm data. The distribution of the Chinese child population has been analyzed, providing a targeted evaluation interval. The Subjective Evaluation Questionnaire for Informed Persons of Specific Learning Disorder in Children (SCAQ-SLD) delimits the diagnostic criteria for learning disorder according to the results of large-sample tests and in combination with the normal distribution, especially for the precise analysis of children's language and mathematical abilities.

[0199] Application scenarios: The scales of the present invention can be widely applied to places such as families, schools, community health service centers, children's hospitals, and research institutions. Parents and teachers can understand the developmental or behavioral abnormalities of children through the scales, seek professional help in a timely manner or provide a basis for educational intervention; in medical institutions, the scales, as a screening tool for neurodevelopmental disorders, can provide preliminary screening information for doctors and help improve the diagnostic efficiency; at the same time, the scales also provide a convenient and efficient data collection tool for the research of neurodevelopmental disorders.

[0200] The evaluation tool of the present invention significantly improves the screening efficiency of children's neurodevelopmental disorders, simplifies the operation process, enhances the cultural adaptability, can quickly provide preliminary screening results, and provides a scientific basis for subsequent professional diagnosis and intervention. The high reliability and validity verification results of each scale show that the present invention can accurately reflect the behavioral and developmental characteristics of children, filling the gaps in the prior art in terms of localization and comprehensive evaluation tools.

[0201] 1. Applicable rules for measurement tools

[0202] Select an appropriate measurement tool according to the age and grade of the child. The specific rules are as follows:

[0203]

[0204] 2. Measurement methods and processes

[0205] (1) Offline measurement process

[0206] The printed version of the scale is used for offline measurement, and parents fill in the relevant content. The process is as follows: Distribute the scale: Distribute a suitable scale according to the age and grade of the child.

[0207] Fill in the questionnaire: Parents fill in the relevant questions according to the guidance of the questionnaire.

[0208] Collect data: Collect the questionnaires filled out by parents to ensure the completeness and accuracy of the data.

[0209] (2) Online assessment process

[0210] A mini-program has been developed, and parents can complete the assessment online. The process is as follows:

[0211] Log in to the mini-program: Parents enter the "General Screening - Parent Part" through the mini-program entrance. Complete the test: According to the guidance of the mini-program, fill in the relevant questions to complete the test.

[0212] Automatically feedback the results: After the test, the system will automatically generate and feedback the test results, and parents can view the evaluation report.

[0213] 3. Detailed description of the assessment tools

[0214] (1) Basic information collection

[0215] This part collects the basic information of children and the background data related to their development through 20 survey questions, including:

[0216] Demographic data: such as the age, gender of the child, etc.;

[0217] Perinatal risk factors: such as the age of the mother, the mother's lifestyle, the health status during pregnancy, etc.; Family influencing factors: such as the family's socioeconomic status (SES), the educational level of family members, etc.

[0218] This part of the questionnaire is filled out by informed persons (usually the parents of the child). The collected background data helps to provide comprehensive background information for the subsequent specific evaluation, ensuring the accuracy and representativeness of the evaluation results.

[0219] A. Example questions:

[0220] 1. What is the name of the school your child attends? __________________________

[0221] 2. What grade and class is your child in? _________________________ (Please fill in the accurate grade and class name, such as "Class 3, Grade 2")

[0222] 3. What is your child's name? __________________________

[0223] 4. May I ask who you are to this child?

[0224] (1) Biological father (2) Biological mother (3) Stepfather (or adoptive father)

[0225] (4) Step-mother (or adoptive mother) (5) Grandparents (6) Elder brothers and sisters

[0226] (7) Other relatives (8) Persons with no kinship

[0227] ……

[0228] 7. Did the child's mother smoke?

[0229] (1) Never (2) Smoked before pregnancy but not after (3) Occasionally smoked after pregnancy (4) Smoked all the time

[0230] ……

[0231] 17. The highest education level obtained by the child's father is:

[0232] (1) Primary school or below (2) Junior high school (3) High school / vocational high school / technical school / secondary school

[0233] (4) College (5) Bachelor's degree (6) Master's degree or above

[0234] ……

[0235] 20. What is the approximate annual household income of your family (including salary, bonus, welfare allowance and other income)?

[0236] (1) Below 10,000 yuan (2) 10,000 - 30,000 yuan (3) 30,001 - 50,000 yuan

[0237] (4) 50,001 - 70,000 yuan (5) 70,001 - 90,000 yuan (6) 90,001 - 110,000 yuan

[0238] (7) 110,001 - 200,000 yuan (8) 200,001 - 500,000 yuan (9) 500,001 yuan and above

[0239] B. Scoring method for questions:

[0240]

Scoring instructions

[0241]

Mutual exclusion instructions

Multiple choices are allowed

[0242] (1) Dishwashing liquid (2) Benzene (3) Gasoline

[0243] (4) Formaldehyde (5) Others, please fill in _____ (6) None of the above

[0244]

Note: Option (6) is mutually exclusive with other options

[0245] 13. Was the child healthy at delivery or within 28 days after birth?

[0246] (1) Yes (2) No [Note: If you fill in “No”, questions a to l will appear]

[0247]

[0248] l) Others (please specify)___________________________________________

[0249] 15. This child is: [multiple choices are allowed]

[0250] (1) Normal live birth (2) Premature birth (<37 weeks)

[0251] (3) Low birth weight infants (<2500g) (4) Infants with birth defects

[0252] [Note: Option (1) is mutually exclusive with other options]

[0253] (2) Subjective Assessment Questionnaire for Childhood Developmental Coordination Disorder (SCAQ-DCD)

[0254] The questionnaire was developed by the Ke-Li team to assess children's motor coordination ability, especially to screen for developmental coordination disorder (DCD). The questionnaire contains 14 questions divided into three main dimensions: manual dexterity, positioning and grasping, and balance. The specific dimension division and question description are as follows:

[0255]

[0256] A. Example of topic:

[0257] Instructions: Hello, parents! Below are some descriptions of your child's daily life. Please select the option that best fits your child's situation. Please note: The action performance described in the questionnaire is the level that children aged 3-10 should reach. If your child has not reached the best performance level due to his or her young age, it is normal. Please fill in the form according to the actual situation and do not have any concerns. Your accurate filling will help you better understand the real development of your child. The survey results are only for scientific research and will not disclose your personal privacy information. Please feel free to fill in the form.

[0258] Specific topics:

[0259] 1. Can button their own clothes

[0260] A. No pressure to button large or small buttons

[0261] B. Can button the big buttons on the coat, and occasionally the small buttons on the shirt. C. Can button the big buttons occasionally, but rarely the small buttons.

[0262] D. Still unable to button oneself

[0263] ……

[0264] 14. Can walk along the curb

[0265] A. Can walk on the curb by oneself without falling

[0266] B. Can basically walk on the curb, but is a bit unsteady and may fall down in one or two steps

[0267] C. Stagger on the curb and can only walk along for one or two steps

[0268] D. Unable to walk on the curb by oneself

[0269] B. Question Scoring Method:

[0270]

Score Calculation

[0271] Score for a single question: Calculate the score for each question according to the point assignment method;

[0272] Score for the secondary dimension: The sum of the scores of the questions within the dimension;

[0273] Total score: The sum of the scores of all questions.

[0274]

Score Rate Calculation

[0275] Score rate for the secondary dimension: Round the result to the nearest integer;

[0276] Total score rate: Round the result to the nearest integer;

[0277] Score rate, that is, the converted percentage score, reasonable range: 0 - 100.

[0278]

Evaluation Rules

[0279] Evaluate according to the total score rate, and the standards for each age group are as follows:

[0280]

[0281]

[0282] (3) Subjective Evaluation Questionnaire for Informed Persons of Attention Deficit Hyperactivity Disorder (SCAQ - ADHD)

[0283] This questionnaire is revised based on the DSM-IV criteria and is used to assess whether children have attention deficit / hyperactivity disorder (ADHD). The questionnaire has 18 questions and uses a 4-level scoring system (1 = never, 2 = occasionally, 3 = often, 4 = always) to assess children's performance in terms of attention and hyperactivity / impulsivity. The specific dimension division and question description are as follows:

[0284]

[0285] A. Question details:

[0286] Instructions: Please read each sentence carefully and tick the corresponding option based on your child’s performance in the past six months.

[0287] Specific example:

[0288] Attention None Occasionally Often Always 1 Make careless mistakes in homework, work or other activities 1 2 3 4 2 Have difficulty maintaining concentration in study, work and entertainment 1 2 3 4 … …… 1 2 3 4 9 Often forgetful in daily life 1 2 3 4 Hyperactivity and impulsivity None Occasionally Often Always 10 Fidgety, constantly tapping, squirming with hands and feet 1 2 3 4 … …… 1 2 3 4 18 Disturb others 1 2 3 4

[0289] B. Scoring method:

[0290]

Score calculation

[0291] Attention score: the sum of the number of times the subjects selected option 3 and option 4 in questions 1-9;

[0292] Hyperactivity-impulsive score: The sum of the number of times the subjects selected option 3 and option 4 in questions 10-18.

[0293]

Evaluation Rules

[0294] According to the scores of the secondary dimensions, "attention" and "hyperactivity / impulsivity" were evaluated separately, and the results were determined to be "normal" or "suspected abnormal";

[0295] Based on the assessment results of "attention" and "hyperactivity / impulsivity", ADHD is further classified into the following four types:

[0296]

[0297] (4) Specific Assessment Questionnaire for Children with Learning Disabilities (SCAQ-SLD)

[0298] This questionnaire is designed to assess whether children have specific learning disabilities (SLD), mainly covering reading disabilities and mathematical disabilities. The questionnaire has 28 questions, divided into two main dimensions: literacy and numeracy. The dimension division and question description are as follows:

[0299] Dimension Question Option Score assignment Literacy Part 1: 1 - 15 1-4 0-3 Calculation ability Part 2: 1 - 13 1-4 0-3

[0300] A. Example of topic:

[0301] Part I

[0302] Instructions: In the past six months, when your child completed learning tasks or used academic skills, did they have the situations described in the following table? Please choose the frequency that you think is most appropriate according to the actual situation and tick "√" in the corresponding option.

[0303] Specific questions:

[0304] None Rarely Relatively many Many 1 Read words inaccurately 1 2 3 4 2 Read very slowly 1 2 3 4 … …… 1 2 3 4 15 Avoid writing tasks 1 2 3 4

[0305] Second part

[0306] Instructions: In the past six months, when your child completed learning tasks or used academic skills, did they have the situations described in the following table? Please choose the frequency that you think is most appropriate according to the actual situation and tick "√" in the corresponding option.

[0307] Specific questions:

[0308]

[0309]

[0310] B. Question scoring method:

[0311]

Score calculation

[0312] Score for each question: Calculated according to the scoring method;

[0313] Literacy: The sum of the scores of the 15 questions in the first part;

[0314] Calculation ability: The sum of the scores of the 13 questions in the second part.

[0315]

Assessment rules

[0316] According to the scores of each dimension, "literacy" and "calculation ability" are respectively assessed, and the results are "normal" or "suspected abnormal". The assessment criteria are adjusted according to the grade of the child.

[0317] (5) Generation of assessment report and result feedback

[0318] Based on the questionnaire data filled in by the informant, the system will automatically generate an assessment report. The report will cover the assessment results in areas such as motor coordination, attention, and learning ability, and provide a preliminary diagnosis of whether there is DCD, ADHD, and SLD. At the same time, based on the assessment results, the report gives suggestions on whether further professional assessment or intervention is needed.

[0319] Although the preferred embodiments of the present invention have been elaborated in detail, those skilled in the art may still make further optimizations and improvements to these embodiments after grasping the core innovative idea. Therefore, the appended claims are intended to cover these preferred embodiments, as well as all changes and adjustments within the scope of the present invention. The above content is only an example of the preferred embodiments of the present invention and does not represent a limitation thereof. It must be clear that any modification, equivalent substitution or optimization carried out under the guidance of the purpose and principle of the present invention should be regarded as being included within the protection scope of the present invention.

Claims

1. A child neurodevelopment assessment system based on an insider questionnaire, characterized in that, Including: A data acquisition module configured to obtain a set of data on children's neurodevelopmental behavior characteristics through a multi-source clinical database; A multi-dimensional evaluation module, including a Developmental Coordination Disorder assessment unit, namely the SCAQ-DCD unit, an Attention Deficit Hyperactivity Disorder assessment unit, namely the SCAQ-ADHD unit, and a Specific Learning Disorder assessment unit, namely the SCAQ-SLD unit; A standardization evaluation module configured to call the corresponding evaluation unit according to the age grading rules and perform a standardized score conversion based on a norm database; A result generation module configured to output a comprehensive diagnostic report containing three-dimensional evaluation results; Among them, the data acquisition module includes: An early data screening unit that screens a sensitive item set based on the results of an operational task assessment; A confirmatory research unit configured to optimize the item sensitivity through a gold standard comparative analysis; A norm establishment unit configured to establish a percentile standardization interval based on large sample data.

2. The child neurodevelopment assessment system based on the informant questionnaire according to claim 1, wherein, The data acquisition module realizes item screening in the following manner: In the first acquisition stage, a motor coordination ability questionnaire, an attention behavior observation scale, and a learning ability test tool are combined to extract feature items significantly related to DCD, ADHD, and SLD; In the second acquisition stage, confirmatory factor analysis is used to divide the feature items into dimensions, and a three-dimensional DCD evaluation structure including hand flexibility, positioning and grasping, and balance, a two-dimensional ADHD evaluation structure including attention deficit and hyperactivity / impulsivity, and a two-dimensional SLD evaluation structure including reading and writing ability and calculation ability are established.

3. The child neurodevelopment assessment system based on the informant questionnaire according to claim 1, wherein, The standardization evaluation module includes: An age adaptation unit configured to dynamically select an evaluation tool according to predefined applicable rules: Enable the SCAQ-DCD unit for children aged 3 - 6, with a test duration of 4 - 5 minutes; Enable the SCAQ-ADHD unit for children aged 5 - 12, with a test duration of 5 - 8 minutes; Enable the SCAQ-SLD unit for children aged 7 - 12, with a test duration of 8 - 10 minutes; A standardization conversion unit configured to convert the original score into a percentage score rate based on a normal distribution model, where: The SCAQ-DCD unit sets different critical values according to age groups; The SCAQ-ADHD unit classifies and determines based on the abnormal frequency counts of the attention deficit items and hyperactivity / impulsivity items; The SCAQ-SLD unit sets diagnostic thresholds for reading and writing ability and calculation ability by grade stratification.

4. The child neurodevelopment assessment system based on the informant questionnaire according to claim 1, characterized in that, The Developmental Coordination Disorder assessment unit (SCAQ-DCD) includes: A hand flexibility test group, including fine motor assessment items such as buttoning and using tableware; A positioning and grasping test group, including gross motor assessment items such as catching a ball and throwing an object; A balance test group, including postural control assessment items such as standing on one foot and walking along a curb; Among them, each assessment item adopts a four-level progressive option design, and the option scores correspond to a 0 - 3 point gradient. The total score rate is calculated by the formula (sum of scores / maximum possible score) * 100.

5. The child neurodevelopment assessment system based on the informant questionnaire according to claim 1, characterized in that, The Attention Deficit Hyperactivity Disorder assessment unit (SCAQ-ADHD) adopts a problem structure derived from the DSM-IV standard and includes: The attention deficit subunit includes N1 questions for evaluating sustained attention and task persistence, where N1 is a positive integer; The hyperactivity-impulsivity subunit includes N2 questions for evaluating activity level and behavioral control, where N1 is a positive integer; Each question uses a four-level frequency scale (1 = never, 2 = occasionally, 3 = often, 4 = always), and the judgment rule is: In the attention deficit items, if ≥n1 questions are selected as 3 or 4, it is judged as abnormal, where n1≤N1 and n1 is a positive integer; In the hyperactivity-impulsivity items, if ≥n2 questions are selected as 3 or 4, it is judged as abnormal, where n2≤N2 and n2 is a positive integer; The abnormal combination types include pure attention type, pure hyperactivity type, and mixed type.

6. The child neurodevelopment assessment system based on the informant questionnaire according to claim 1, characterized in that, The specific learning disorder assessment unit (SCAQ-SLD) includes: The literacy sub-module is configured with 15 items for evaluating phonological awareness, grapheme recognition, and reading comprehension; The computational ability sub-module is configured with 13 items for evaluating number sense formation, mastery of operation rules, and mathematical problem-solving; Among them, the senior grade test items include advanced contents such as fractional understanding and application problem analysis, and adopt dynamic question presentation technology. When it is detected that the tested grade ≥ grade 3, additional questions will be automatically loaded.

7. A child neurodevelopment assessment system based on an insider questionnaire according to any one of claims 1-6, characterized in that, It also includes a multi-modal data acquisition interface, configured as: Receiving the digitized input data of the offline paper scale; Connecting to the mini-program API of the online assessment platform to obtain the electronic questionnaires filled in by parents in real time; Integrating the structured medical record data of the hospital HIS system to supplement perinatal risk factors and developmental history information; The interface includes a data verification unit, configured to detect mutually exclusive relationships of options, remind of missing items, and give early warnings of logical contradictions.

8. The child neurodevelopment assessment system based on the informant questionnaire according to claim 1, wherein The reliability and validity verification indicators of the system include: Internal consistency reliability: Cronbach's α of SCAQ-DCD ≥ 0.87, and α of SCAQ-ADHD ≥ 0.91; Construct validity: CFI of confirmatory factor analysis ≥ 0.94, TLI ≥ 0.93, RMSEA ≤ 0.07; Criterion validity: The correlation coefficient r with the motor assessment of MABC-2 ≥ 0.75, and the correlation coefficient r with the attention items of ADHD RS-IV ≥ 0.82; Test-retest reliability: The intraclass correlation coefficient ICC with an interval of 2 weeks ≥ 0.

85.

9. A method for evaluating children's neurodevelopment based on an informant questionnaire, characterized in that, It includes: Obtaining children's neurodevelopmental behavior characteristic data through a multi-source clinical database, combining a motor coordination ability questionnaire, an attention behavior observation scale, and a learning ability test tool, and extracting characteristic items significantly related to DCD, ADHD, and SLD; Using confirmatory factor analysis to divide the dimensions of the characteristic items, and establishing a three-dimensional assessment structure for DCD including hand flexibility, positioning and grasping, and balance, a two-dimensional assessment structure for ADHD including attention deficit and hyperactivity-impulsivity, and a two-dimensional assessment structure for SLD including literacy and computational ability; Constructing a norm database based on large-sample data of stratified sampling, calibrating the item difficulty parameters using item response theory, and determining the diagnostic cut-off values of each dimension in combination with the ROC curve; Dynamically call the corresponding evaluation unit according to the age of the subject. The evaluation unit includes the SCAQ-DCD unit, the SCAQ-ADHD unit, and the SCAQ-SLD unit. Convert the original score into a percentile standardized score through the normal distribution model; Output a comprehensive diagnostic report containing three-dimensional standardized scores, percentile rankings, and graded intervention suggestions.

10. A method for evaluating children's neurodevelopment based on an informant questionnaire according to claim 9, wherein: Enable the SCAQ-DCD unit for children aged 3-6 years old, with a test duration of 4-5 minutes. Set the fraction critical value according to age and determine abnormalities; Enable the SCAQ-ADHD unit for children aged 5-12 years old, with a test duration of 5-8 minutes. Count the number of high-frequency option selections in the attention deficit items and hyperactivity / impulsivity items that are ≥ X questions to determine the subtype, where X is the threshold; Enable the SCAQ-SLD unit for children aged 7-12 years old, with a test duration of 8-10 minutes. Set the diagnostic thresholds for reading and writing ability and computational ability according to grade stratification, and automatically load additional questions for fractional understanding and application problem analysis for senior grades.

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