引导式教育对脑瘫患儿运动功能和智能发育的影响

Effects of guided education on motor function and intelligence development of children with cerebral palsy

目的探究引导式教育对脑瘫患儿运动功能和智能发育的影响。方法选取2014年12月-2015年12月进行康复治疗的脑瘫患儿92例作为研究对象,按照随机数字表法将其分为对照组和观察组各46例。对照组行常规康复治疗,观察组在对照组基础上应用引导式教育。比较2组患儿脑瘫粗大运动功能分级系统评估量表(gross motor function classification system,GMFCS)和发育诊断量表(gesell developmental scales,Gesell)评分。结果 2组患儿干预前GMFCS及Gesell评分比较,差异均无统计学意义;干预后,观察组GMFCS评分明显高于对照组(t=8.126,P<0.001),Gesell量表中粗大动作、精细动作、言语能力、社会交往、适应力评分均高于对照组(P<0.05)。结论在传统康复治疗的基础上应用引导式教育可以更加有效地改善患儿的运动功能和智能发育。

Objective To explore the effect of guided education on motor function and intelligence development of children with cerebral palsy （CP ）. Methods Ninety-two CP children receiving rehabilitation treatment in our hospital between December 2014 and 2015 were divided into an observation group and a control group, each of 46, according to a random number table. The control group was given routine rehabilitation therapy, while the observation group was additional provided with guided education. Both groups were evaluated using the gross motor function classification system （GMFCS ） and the gesell developmental scales （Gesell）. Results Before the rehabilitation, no significant differences were found between the 2 groups. After the intervention, the scores in GMFCS, gross motor, fine movement, language ability, social communication and adaptability in Gesell of the observation group were significantly higher than the control group（P〈 0. 05）. Conclusion Guided education on the basis of traditional rehabilitation therapy can further effectively improve CP children＇s motor function and intelligence development, so as to help them to live a normal life in society.