综合干预治疗学习困难儿童的疗效评价

Comprehensive Intervention Evaluation of Children With Learning Disability

目的探讨综合干预措施治疗学习困难(learning disability,LD)儿童的疗效。方法将2002年12月至2007年12月在福建省清流县医院按学习困难诊断标准确诊的儿童208例,采用随机数字表法分为治疗组[n=116,综合干预治疗(利他林+多因素干预治疗)]和对照组[n=92,单一药物治疗(利他林)](分组遵循程序符合福建省清流县医院人体试验委员会所制定的伦理学标准,且分组征得患儿家属知情同意)。两组分别在治疗后第3、第6个月采用《Conners父母量表》进行评定及对学习成绩进行比较。治疗有效率的判断标准采用Conners多动指数标准及相关临床症状、社会功能适应能力、学习成绩等改善情况进行评价。结果治疗组治疗后第3、第6个月有效率分别为86.2%(100/116)和96.5%(112/116),而对照组有效率为73.9%(68/92)和79.3%(73/92),两组治疗后第3、第6个月疗效比较,差异有显著意义(P<0.05)。结论综合干预治疗法比单一药物治疗法能更有效地改善学习困难儿童的学习困难症状。

Objective To explore the efficacy of comprehensive intervention treatment of children with learning disability （LD）. Methods From December 2002 to December 2007, 208 children patients with learning disability were randomly divided into two groups, treatment group （n ~ 116, ritalin＋ multi-factor intervention） and control group（n ~ 92, ritalin treatment only）. Informed consent was obtained from all participates. Conners parent rating scale and academic achievement were compared at the third month and sixth month after treatment between two groups. Results The effective rates at the third month and sixth month after treatment were 86.2% （100/116） and 96.5%（112/116）, respectively. And the effective rates of control group were 73.9% （68/92） and 79. 3% （73/92）, respectively. There had significant difference between two groups （P Comprehensive Intervention Evaluation of Children With Learning Disability（P〈 0. 05）. Conclusion Comprehensive intervention treatment could effectively improve the learning disability than drug（Ritalin） treatment only.