基于镜像神经元理论的语言训练对构音障碍儿童的干预效果

Intervention effects of language training based on mirror neuron theory on articulation disorders in children

目的探讨基于镜像神经元理论的语言训练对构音障碍儿童构音清晰度和口部运动功能的影响。方法选取2018年12月—2023年1月就诊于我院儿童康复科的44例构音障碍儿童,采用随机数字表法分为训练组和对照组,每组22例。2组儿童均给予常规语言训练,每次30 min,每周5次,共4周。训练组在对照组基础上进行基于镜像神经元理论的语言训练,每次30 min,每周5次,共4周。治疗前及治疗4周后以黄昭鸣-韩知娟词表《构音语音能力评估词表》和卢巧云《口部运动功能评估》为评估工具,比较2组儿童的构音清晰度和口部运动功能。结果治疗前,2组儿童的构音清晰度及口部运动功能比较,差异无统计学意义(P>0.05);治疗后,2组儿童的构音清晰度及口部运动功能均优于治疗前,且训练组优于对照组,差异均有统计学意义(P<0.05)。结论基于镜像神经元理论的语言训练可以改善构音障碍儿童的构音清晰度和口部运动功能。

Objective To explore the effect of language training based on mirror neuron theory on articulation clarity and oral motor function in children with articulation disorders.Methods Forty-four children with articulation disorders treated in the Pediatric Rehabilitation Department of our hospital from December 2018 to January 2023 were selected and randomly allocated to a training group and a control group,with 22 cases in each group.Both groups received conventional language training for 30 minutes per session,5 times a week,for a total of 4 weeks.In addition to conventional training,the training group underwent language training based on mirror neuron theory for 30 minutes per session,5 times a week,for 4 weeks.The articulation clarity and oral motor function of the children in both groups were assessed before and after 4 weeks of treatment using the Huang&Han Word List from Articulation Phonological Ability Assessment Word List and Lu's Oral Motor Function Assessment as evaluation tools.Results Before treatment,no significant difference was observed in articulation clarity and oral motor function between the two groups(P>0.05);after treatment,both articulation clarity and oral motor function of the two groups were superior to those before treatment,with the training group showing better improvement than the control group,and the differences were statistically significant(P<0.05).Conclusion Language training based on mirror neuron theory can strengthen articulation clarity and oral motor function in children with articulation disorders.