引导式教育对福利机构3～6岁先天愚型认知障碍儿童社交能力影响的临床研究

A clinical study on the influence of guided education on social ability of children with congenital stupidity cognitive impairment aged 3-6 years old in welfare institutions

目的:探讨引导式教育对福利机构先天愚型认知障碍患儿社交能力影响的临床效果。方法:将32例先天愚型认知障碍患儿按随机数字表分成引导组和常规组,其中常规组16例,采用常规教育;引导组16例,采用引导式教育训练。两组患儿均采用Gesell发育量表进行治疗前后评定,通过治疗前和治疗后的评定,获得5个能区的发展商并进行组内和组间对比。结果:引导组患儿教育后大运动、精细运动、语言、适应行为及社交能力的得分均高于常规组(P<0.05)。结论:引导式教育这种集教育与康复训练相结合的模式,对福利机构先天愚型认知障碍患儿社交能力的提高是行之有效的方法。

Objective: To investigate the clinical effect of conductive education on the social ability of mongolism children with cognitive disorder in welfare institutions. Methods: 32 cases of children with mongolism cognitive disorder were randomly divided into conductive education group and control group. Routine education was adopted in 16 cases in the control group,while conductive education was adopted in 16 cases in the conductive education group. Two groups were assessed by Gesell development scale before and after treatment. The developers of 5 energy zones are used for between-group comparison and within-group comparison. Result: Conductive education group has made great progress in gross motor, fine motor, language, adaptive behavior and social skills. The effective rate of treatment in conductive education group was significantly higher than that of the control group. There was significant difference between the conductive education group and the control group( P <0.05). Conclusion: Conductive education, a combination of education and rehabilitation training, is an effective method to improve social ability of children with mongolism cognitive disorder in welfare institutions.