培智学校学生行为问题和家庭环境影响因素分析  

The behavior problems of mentally retarded students and the effect of family environment

作　　者：孙军玲[1] 季成叶[1] 李玉玲[1] 徐轶群[1] 籍红[1] 

机构地区：[1]北京大学儿童青少年卫生研究所,北京100083

出　　处：《中国儿童保健杂志》2007年第2期115-116,119,共3页Chinese Journal of Child Health Care

基　　金：973国家科技部重点攻关课题(2001CB510310);2003年教育部博士点基金课题资助(20030001043)

摘　　要：[目的]了解培智学校学生行为特点和可改善的家庭环境影响因素，为提高智力落后学生的生活质量和特殊教育效果提供依曙。[方法]对北京、天津市区各6所培智学校759名培智学生家长进行问卷调查，内容包括Achenbach儿童行为量表、家庭社会经济因素、家庭环境评定量表（FES-CV）等。[结果]培智学校学生行为问题检出率（39．4％）是正常同龄儿的3～4倍，以多动、不成熟、社交退缩为主要表现。行为问题除与年龄、性别、病因有关外，还受母亲职业、家庭环境矛盾性和娱乐性评分的影响。[结论]培智学校学生普遍存在严重的行为问题，改善家庭环境、重视个体化教育是矫正行为问题的关键。[Objective] To identify the behavior problems of mentally retarded students and the modifiable family environment influencing factors, and to provide evidence for improving the life quality and the effect of special education. [Methods] Behavior problems and family environment of 759 mentally retarded children aged 6-19 years in Beijing and Tianjin were investigated with Achenbach Child Behavior Check List and Family Environment Scale-Chinese Version, as well as the investigation of household socioeconomic factors. [Results] The behavior problems incidence rate among the mentally retarded students was 39.4%, being 3-4 times as that of the matched children with normal IQ. The main manifestation of the behavior problems were hyperkinetic, juvenility and social withdraw. Except for the age, sex, cause of mental retardation, the factors influencing behavior problem included maternal occupation, family conflict and active-recreational orientation. [Conclusion] The behavior problems among mentally retarded students are seriously prevalent, and the key of behavior therapy is to improve family environment and to carry on individuation education.

关 键 词：培智学校学生 Achenbach儿童行为评定量表 家庭环境评定量表 

分 类 号：R749.94[医药卫生—神经病学与精神病学]