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作 者:王艳霞[1] 李荣[1] 邵洁[1] 顾未青 戴碎英 詹建英[1] 解春红[1] 秦玉峰[1] 赵正言[1]
机构地区:[1]浙江大学医学院附属儿童医院,浙江杭州310031 [2]浙江省杭州市健康实验学校,浙江杭州310004 [3]浙江省温州市新码道学校,浙江温州325000
出 处:《临床儿科杂志》2007年第7期581-584,共4页Journal of Clinical Pediatrics
基 金:卫生部科学研究基金资助项目(No.WKJ2005-2-042)
摘 要:目的探讨特殊教育对Down’s综合征(Down’ssyndrome,DS)儿童的认知和社会适应能力的影响。方法在2004年9月~2006年12月用家庭环境问卷,图片词汇测试和婴儿-初中学生社会生活能力量表对在特殊学校就读的25名DS儿童以及22名散居DS儿童进行测试。两组儿童基本情况匹配。结果散居DS儿童的图片词汇测试初分显著低于入学DS儿童组(P<0.05)。入学DS儿童的运动和交往能力明显优于散居DS儿童组(P<0.05)。与生活能力各维度明显相关。分别控制年龄因素和图片词汇测试初分进行偏相关分析,各维度与图片词汇测试初分及年龄的相关性具统计学意义(P<0.05)。结论入学DS儿童的词汇理解能力和社会适应能力明显优于散居DS儿童;词汇理解能力及年龄与社会适应能力有明显相关性。Objectives To explore the effects of special education on the cognition and social adaptive ability of children with Down's syndrome, Methods Using a general questionaire for influential factors in the family environment, Peabody picture vocabulary test (PPVT) and Infants-Junior Middle School Students'.Social-Life Abilities Scale, the cognitive development and social adaptive ability in 25 children with Down's syndrome specially educated at school and 22 educated at home were analysed from September 2004 to December 2006, The basic factors of the two groups were matched. Results Raw scores of PPVT in the home educated group were significantly lower than that of the school educated group (P〈 0.05) . Children in the school educated group had better social adaptive ability in locomotion and communication than that in the home educated group (P 〈 0.05) . There were correlations between different aspects of life abilities. After controlling the effects of age and PPVT raw scores, all dimensions of social adaptation were associated with PPVT raw scores and age (P 〈 0.05) . Conclusions The language developments and social adaptive ability of children with Down's syndrome specially educated at school were much better than those educated at home. Language comprehension and age were significantly associated with social adaptive ability.
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