精神发育迟滞儿童特殊教育三年随访

Children with mental retardation after special education

采用Ｈ－ＮＴＬＡ量表及婴儿～初中学生社会生活能力量表对太原市一个培智学校４４例精神发育迟滞患儿从１９８９～１９９２年连续４次测查智力，２次测查适应行为。结果显示３年间ＩＱ值变化无显著统计学意义，但视觉联想、概念关系、注意力及视觉识知能力有明显提高。患儿适应行为明显提高。经多元逐步回归分析显示，精神发育迟滞儿童智商的提高和母亲文化程度较高、患儿智力低下程度较轻、母亲职业为科技或行政管理人员、患儿初始教育年龄早呈正相关。

4 children with mental retardation were tested 4times with Hiskey-Nebraska test of learing aptitude(H-NTLA) and tested 2 times with personal and so-cial self-sufficiency scales in a special educationschool in Taiyuan from 1989 to 1992. No significantdifference of total IQ was found. The visual associa-tion, concept relationship, visual concentration andperceptual abilities were decreased consistently. Thensing of IQ was positively associated with mother'shigher education, child's higher IQ, mother's profes-sional and technical occupation and child's youngerage in beginning special education. The adaptive be-havior was rising significantly.