医教结合模式对儿童注意缺陷多动障碍干预的研究  

A study on the intervention of children's attention deficit hyperactivity disorder based on the combination of medicine and education

作　　者：刘敏[1] 杨露 史敏[1] 魏晓幸 罗佳美[1] Liu Min;Yang Lu;Shi Min;Wei Xiaoxing;Luo Jiamei(Department of Child Healthcare, Jiangnan Branch of Three Gorges Central Hospital of Chongqing, Chongqing 404000, China)

机构地区：[1]重庆三峡中心医院江南分院儿童保健科,404000

出　　处：《中华医学教育探索杂志》2019年第4期427-432,共6页Chinese Journal of Medical Education Research

摘　　要：目的探讨针对教师和家长的医教结合模式对儿童注意缺陷多动障碍(attention deficit hyperactivity disorder,ADHD)的干预效果。方法采取分层抽样的方法抽取本辖区内6所公立普通小学1~3年级(6~11岁)学生随机分为试验组和对照组,对所有学生进行ADHD筛查,将诊断为ADHD的患儿及其家长、教师作为研究对象。对照组患儿给予口服短效盐酸哌甲酯片并对其家长进行常规健康教育,试验组在此基础上对患儿家长及教师进行系统授课培训。观察培训前后家长和教师对ADHD知识的知晓率变化情况,采用《斯诺佩评估量表》(简称SNAP-IV量表)比较两组患儿的临床效果。结果对照组纳入ADHD患儿71例、家长71对、教师31名,试验组纳入ADHD患儿68例、家长68对、教师34名,两组患儿、家长及教师的一般资料差异均无统计学意义(P>0.05),具有可比性。干预前,两组教师及家长对儿童ADHD知识的知晓率差异无统计学意义(P>0.05)。干预后,对照组教师对ADHD知识知晓率状况较干预前无明显变化,但对照组的家长与试验组教师和家长对ADHD知识知晓率状况较干预前均明显改善;且试验组的改善效果显著优于对照组,差异具有统计学意义(P<0.05)。干预后,两组患儿的SNAP-IV量表得分均有明显下降,且试验组的得分显著低于对照组,试验组的显效率和总有效率均显著高于对照组,差异有统计学意义(P<0.05)。结论针对教师和家长的医教结合模式对儿童ADHD具有较好的疗效,值得深入研究。Objective To explore the intervention effect of the combination of medicine and education on teachers and parents of children with attention deficit hyperactivity disorder (ADHD). Methods The students in Grade 1 to 3 of 6 public primary school (6~11 years old) were enrolled by stratified sampling method and randomly divided into the experimental group and the control group. All the students were screened for ADHD, and the children diagnosed with ADHD and their parents and teachers were enrolled into study as the research object. The children in the control group were given oral short-effect methylphenidate hydrochloride tablets and their parents underwent routine health education, while the parents and teachers in the experimental group were given both the routine health education and systematic training. Before and after training, the awareness rates of ADHD knowledge among parents and teachers were observed, and the clinical effects of two groups were compared. Results The control group included 71 children with ADHD, 71 pairs of parents and 31 teachers, while the experimental group included 68 children with ADHD, 68 pairs of parents and 34 teachers. The difference of general data between the two groups has no statistical significance (P>0.05). Before intervention, there was no significant difference in awareness rate of ADHD knowledge among teachers and parents in the two groups (P>0.05). After the intervention, the awareness rate of ADHD knowledge in teachers of the control group did not change obviously, while which in parents of the control group and the parents and teachers in the experimental group were significantly improved, and the improvement effect in the experimental group was significantly better than that of the control group (P<0.05). The scores of the SNAP-IV scale in both groups were significantly decreased, and the scores of the experimental group were significantly lower than those in the control group. The significant rate and total effective rates of the experimental group were significantl

关 键 词：注意缺陷多动障碍 儿童 医教结合 干预效果 

分 类 号：R473.74[医药卫生—护理学]