父母培训法对学习障碍儿童的干预效果评价

Interventional effects of parent training on children with learning disability

目的了解父母培训八步法对学习障碍儿童的干预效果,为儿童学习障碍的干预提供参考依据。方法采用自身对照研究设计,对安宁市某小学三至六年级的儿童进行整群抽样筛查,筛出学习障碍儿童158名作为研究对象。以父母培训八步法为指导,对家长进行每周1次为期16周的父母培训。于培训前和培训结束后使用心理健康测验量表和儿童少年生活质量量表对儿童进行测评,采用亲子关系诊断量表对儿童及其家长进行测评;干预后采用多重成就测验对儿童进行测评。结果干预后儿童心理健康测验量表中的学习焦虑、孤独倾向、自责倾向、过敏倾向因子分和总分低于干预前,少年生活质量量表中的亲子关系、同伴关系、师生关系、学习能力与态度、活动机会性因子分和总分高于干预前;干预后亲子关系诊断量表中,家长报告亲子关系严格型、不安型明显减少,孩子报告亲子关系在消极拒绝、积极拒绝、严格型明显减少。干预后儿童多重成就测验成绩明显提高。结论父母培训八步法能改善学习障碍儿童的心理健康状况、提高生活质量、改善亲子关系,并且能提高学习障碍儿童的学习成绩和学习能力。

Objective To explore the interventional effects of parent training on children with learning disability（LD）,and to provide reference for the intervention of LD.Methods The study adopted cluster sampling and self-control design and 158 children from grade 3 to 6 of a primary school in city of Anning were assessed as LD.Their parents were trained by Russell A.Barkley＇s parent training every week for 16 weeks.All the children were tested by the mental health test（MHT） and quality of life scale（QOL）,and the parent-child relationship test（PCRT） was used to test the children and their parents before and after the training.After the training,children were tested by Multiple Achievement Tests（MATs）.Results After the training,the scores of learning-anxiety,loneliness,self-accusation tendency,hypersensitivity tendency and total score in mental health test were reduced;Meanwhile,the scores of relationship of child and parents,relationship of companions,relationship of teacher and student,learning ability and attitude,activity opportunity and total score in quality of life scale were increased;In the parent-child relationship test,after the training parents reported they deceased their biting and command,and felt less worry and uneasy;Children reported their parents＇ rejections and commands were deceased;Children got more scores in MATs.Conclusion Russell A.Barkley＇s parent training could improve the mental health condition,quality of life,parent-child relationship,academic record and learning ability of children with learning disability.