社会技能训练对有行为问题儿童影响的随机对照研究

Effectiveness of social skills training among children with behavior problems:A randomized controlled trial

目的:验证以社会技能训练为主的综合矫正模式对儿童行为问题的干预效果。方法:选取7～14岁符合Rutter行为问题标准的101名儿童,用隐藏式随机数字信封法将其随机分为干预组50人和对照组51人。对干预组采用以社会技能训练为主的干预方案,进行为期12周的干预;对照组等待12周,在干预组干预结束后才开始进行干预。采用Rutter儿童行为父母问卷、教师问卷和Achenbach儿童行为量表作为儿童行为问题评定工具。结果:干预后,比较两组Rutter儿童行为父母问卷的减分值,干预组总分减分(4.10±3.21)、A(反社会行为/违纪行为)分减分(1.10±1.37)和N(神经症行为)分减分(1.32±0.91)与对照组总分减分(1.29±3.15)、A分减分(0.53±1.17)和N分减分(0.71±1.10)相比差异有统计学意义(均为P<0.05),干预组有34%的儿童恢复正常。比较两组的Rutter儿童行为教师问卷的减分值,干预组总分减分(2.50±1.96)、A分减分(0.74±1.10)和N分减分(0.96±0.95)与对照组总分减分(0.82±1.60)、A分减分(0.12±0.48)和N分减分(0.43±0.81)比较差异有统计学意义(均为P<0.01),干预组有58%的儿童恢复正常。比较两组的Achenbach儿童行为量表,干预组总分减分(5.44±3.98)、体诉减分(1.10±1.27)和违纪减分(1.36±1.35)与对照组总分减分(1.49±3.34)、体诉减分(0.33±1.52)和违纪减分(0.65±1.26)相比差异有统计学意义(均为P<0.01),干预组干预后的总有效率为54%。结论:以社会技能训练为主的综合矫正模式可以有效改善儿童的行为问题,并且切实可行。

Objective： To investigate the effectiveness of social skills training for 50 children aged 7 to 14 with child behavior disorders, as compared with 51 children on a waiting-list to be treated. Methods： A total of 101 children with behavior disorders were selected as the sample. Fifty were randomly assigned in the intervention group, who received 12 weeks of social skills training by health education teachers, and the other 51 children were in the control group who received social skills training after 12 weeks. The Rutter Parent and Teacher Scale and CBCL （achenbach child behavior checklist） were .used to evaluate the effect before and after intervention. Results： Before intervention, the total scores, A （antisocial/disobey behavior） and N （ neurosis behavior ） scores of the Rutter Parent Scale were of no difference. After intervention, the total subtraction scores（4.10 ± 3.21 ）, A subtraction scores（ 1.10 ± 1.37 ） and N subtraction scores（ 1.32 ±0.91 ）in the intervention group improved significantly（ P 〈0.05 -0. 001 ）, the recovery rate by clinical evaluation was 34%. After intervention, the total subtraction scores （2.50 ± 1.96）, A subtraction scores（0.74 ± 1.10）and N subtraction scores（0.96 ± 0.95 ）of the Rutter Teacher Scale in the intervention group improved significantly（ P 〈0.01 ） , the recovery rate by clinical evaluation was 58%. After intervention, the total subtraction scores（5.44 ± 3.98）, somatization subtraction scores （ 1.10 ± 1.27 ）, disobey subtraction scores（ 1.36 ± 1.35 ） of CBCL in the intervention group improved significantly（ P 〈0.01 ）. The effective rate by clinical evaluation was 54%. The intervention way was accepted by children and their parents. Conclusion： Social skills training is acceptable and is helpful in improving psychosocial competence for children with behavior problems.