教师—家长共同行为干预联合药物治疗在注意缺陷多动障碍中的应用

analysis of the behavior intervention of the teacher - parents aiding pharmacotherapy for attention deficit hyperactivity disorder

目的:探讨教师一家长共同行为干预联合药物治疗儿童注意缺陷多动障碍的疗效分析。方法:将注意缺陷多动障碍儿童88例分为3组,家长行为干预联合药物治疗组、教师一家长行为干预联合药物治疗组、单纯药物治疗组;治疗前及治疗6月后,对儿童行Conners父母问卷、韦氏智测、教师及同伴问卷结果分析。结果:单纯药物治疗组的有效率为50%,家长行为干预联合药物治疗组有效率为76.7%,教师一家长共同行为干预联合药物治疗的有效率94.1%,家长行为干预及教师一家长行为干预组治疗效果好于单纯药物治疗组(P<0.05)。经过6个月治疗,同药物治疗组相比,教师一家长行为干预组学习问题、冲动多动、焦虑和多动指数都有明显改善(P<0.05)。结论:教师一家长行为干预联合药物治疗注意缺陷多动障碍最有效,值得推广。

Objective：To inquire the curative effect analysis of the behavior intervention of the teacher - parents aiding pharmacotherapy for attention deficit hyperactivity disorder （ADHD）. Methods：88 cases of ADHD were divided into simple medication group, behavior intervention of parents group, behavior intervention of teachers - parents group . The children＇s behavior problems before treatment and after that were checked by Conners children behavior checklist, Wechsler Intelligence Scale. Results： After 6 months, the effective rate of simple medication group, behavior intervention of parents group, behavior intervention of teachers - parents group is 50% ,76.7%, 94.1% .The other two groups were better than that of the simple medication group （ P 〈 0. 05） . After treatment of 6 months, the teachers - parents group had improved obviously in study disorder, impulse, hyperactivity, feeling anxious, index of hyperactivity （P 〈 0. 05） . Conclusion： The effect of the behavior intervention of the teacher - parents aiding pharmacotherapy is better than the simple medication for ADHD.