综合干预学习困难儿童的疗效评估(英文)  

Therapeutic effect assessment of integrated intervention for learning difficulties in children

作　　者：林桂秀[1] 陈珊[1] 陈达光[1] 胡君[1] 殷晓荣[1] 

机构地区：[1]福建医科大学附属协和医院儿内科,350001

出　　处：《中国临床康复》2005年第24期210-212,共3页Chinese Journal of Clinical Rehabilitation

摘　　要：背景:学习困难儿童不仅有认知能力的偏异和智力结构发展不平衡,还伴有情绪和行为问题。目的:探讨综合干预对学习困难儿童认知、心理、情绪等多方面的干预效应。设计:以患儿为观察对象的病例分析。单位:福建医科大学附属协和医院儿内科。对象:选择1998-07/2001-07福建医科大学附属协和医院儿童医学心理专科门诊就诊的6～12岁儿童,其学习困难的诊断符合ICD-10中特殊学习技能发育障碍的诊断标准,其中智商>70是诊断学习困难的必备条件。同时予以排除情绪障碍、智力缺陷、多动症、视听觉障碍及脑器质性疾病,并经过神经心理学专业1名教授确诊。自愿参加认知训练、行为干预、感觉综合训练,疗程满1年的患儿为观察人群。治疗技师与参与儿童比例为1∶2, 时间为90～120m in/次,每周二三次,24次为1个疗程,连续干预4次即1年。31名患儿进入最后的统计分析,男24例,女7例,平均年龄为(7.7±1.2)岁,平均智商87.5±8.6。方法:应用认知训练、行为干预、感觉综合训练相结合的方法,治疗6～12岁学习困难儿童31例,连续干预1年。使用联合型瑞文测验测定儿童推理能力,用拜瑞视觉动作统整发展测验测评儿童的视觉-动作的统合能力,用视觉注意数字划消测验和听觉注意广度和记忆顺背和倒背测评儿童注意力。用Achenbach 儿童行为量表评定行为问题,用conners儿童行为问卷评定多动指数。主要观察指标:干预前后患儿推理能力、视觉-动作统合能力、注意力及心理行为的变化。结果:31例患儿进入1年后结果分析,无脱落。①干预后,儿童的推理能力得分、视觉-动作统合能力得分显著高于干预前(瑞文测验:干预前87.51±8.64,干预后90.03±8.70,t=-9.610,P <0.001;拜瑞视一动统合测验:干预前6.75±1.74,干预后8.27±1.94,t=-9.002,P <0.001)。②视觉注意力数字划消测验错误率明显降低,听觉注意广度�BACKGROUND： Children with learning difficulty often present with cognitive impairments and imbalanced development of intelligence accompanied by emotional and behavioral problems. OBJECTIVE：To evaluate the therapeutic effects of integrated interventions in multiple aspects for children with learning difficulties. DESIGN：A case-control study of children with learning difficulties. SETTING：Department of Pediatric Internal Medicine, Union Hospital Affiliated to Fujian Medical University. PARTICIPANTS：This study involved school-age children of 6 to 12 years old with learning difficulties who came to the department specialized in pediatric psychology for consultation from July 1998 to July 2001. The diagnosis of learning difficulties conformed to the diagnostic criteria for special learning disability in ICD-10 with IQ 〉 70 as an essential condition. Children with emotional disorders, mental deficiency, hyperactivity, visual and auditory dysfunctions and organic cerebral diseases were excluded. The diagnosis was further verified by a professor specialized in neuropsychology. The children voluntarily participated in the cognitive training, behavioral intervention and comprehensive trainings of senses and those who fulfilled the one-year treatment were included in this study. The ratio of therapists to the children was 1：2, and each session of treatment lasted for 90-120 minutes given 2-3 times a week, and a treatment course consisted of 24 sessions. The children were supposed to complete 4 consecutive treatment courses. Totally 31 children completed the treatment courses, including 24 boys and 7 girls with the mean age of（7.7±1.2）years who had an average IQ of 87.5±8.6. METHODS：Thirty-one children with learning difficulties received integrated interventions for one year consisting of cognitive training, behavioral intervention and comprehensive training of the senses. Raven＇s Deductive Reasoning test and Beery Visual-Motor Integration Test were use to examine the deductive reasoning ability and

关 键 词：儿童 学习 治疗结果 康复 学习困难儿童 综合干预 福建医科大学附属协和医院 疗效评估 ACHENBACH 联合型瑞文测验 

分 类 号：R749.94[医药卫生—神经病学与精神病学] R654.2[医药卫生—临床医学]