书法行为干预对智残儿童注意力的康复作用

Behavioral Intervention of Calligraphy Training for Rehabilitation of Attention Dysfunction in Children with Mental Retardation

目的 :探讨书法行为干预对智残儿童注意力障碍的康复作用。方法 :对海淀培智中心学校的34名智残学生 ,根据性别、年龄和智商匹配为实验组和对组照。两组除相同的日常教学、学习活动外 ,只对实验组进行 3个月 ,每周 5天 ,每天 1小时的书法行为干预。注意力的评定指标采用注意划消测验和踪迹描绘测验两种方法 ,把在进行书法行为干预之前和之后两次测查结果进行比较。结果 :实验组智残儿童经 3个月的书法行为干预 ,其注意力特别是在注意稳定性、注意选择性和注意灵活性等方面都有明显的提高 ,前测和后测的成绩比较差异非常显著 (P <0 1) ,对照组的成绩虽也略有提高 ,但差异均不显著 (P >0 5 )。结论 :进行有目的、有计划的书法行为干预 ,对轻 (中 )度的智残儿童注意力有明显的改善作用 ,表明书法训练对智残儿童的注意缺陷尤其是在注意稳定性、注意选择性和注意灵活性方面效果更为显著。

Objective: To study the effect of calligraphy training on rehabilitation of attention dysfunction in children with mental retardation Method: 34 children with mental retardation were divided into experimental group and control group The two groups were matched by age, sex and IQ All of them were received two attention tests, attentional cancellation test and trail making test A (TMTA) Only experiment group (17 cases) received calligraphy intervention for 3 months (one hour a day, 5 days a week) Results: There were significant improvements of attention abilities, especially attention stability, attention selectivity and attention flexibility in experiment group after 3 months calligraphy intervention (p<001)But there was no improvement in control group (p>005) Conclusion: Calligraphy intervention is a good method for rehabilitation of attention dysfunction in children with mental retardation