学龄前听障儿童感觉统合失调与行为问题的关系研究

Relationship Between Sensory Integration Dysfunction and Behavior Problems of Preschool Hearing-Impaired Children

目的探讨学龄前听障儿童感觉统合失调与行为问题之间的关系。方法采用问卷法,对90名3~6岁听障儿童感觉统合能力和行为问题进行调查。结果听障儿童的感觉统合失调率为73.3%,行为问题检出率为64.4%。感觉统合失调的学龄前听障儿童各行为因子得分均显著高于感觉统合正常的学龄前听障儿童(P<0.05);轻度感觉统合失调的学龄前听障儿童在学习问题、冲动-多动和多动指数方面的得分显著低于重度感觉统合失调的学龄前听障儿童(P<0.05)。听障儿童行为问题各因子得分与感觉统合各项标准分数之间呈负相关,感觉统合失调越严重,越容易发生行为问题。结论在听障儿童的康复教育工作中要关注儿童的感觉统合失调及行为问题发生状况,必要时进行感觉统合训练,以提高听障儿童的感觉统合能力,减少行为问题的发生。

Objective To explore the relationship between sensory integration dysfunction and behavior problems in preschool hearing-impaired children. Methods A questionnaire was used to investigate the sensory integration dysfunction and behavior problems of preschool hearing-impaired children aged 3 to 6 years old. Results The incidence of sensory integration dysfunction was 73.3%, and the incidence of behavior problems was 64.4%. The scores of behavioral problems of preschool hearing-impaired children with sensory integration dysfunction were significantly higher than those with normal sensory integration(P<0.05);the scores of preschool hearing-impaired children with mild sensory integration dysfunction were significantly lower than those with severe sensory integration dysfunction in terms of learning problems, impulse hyperactivity and hyperactivity index(P<0.05). There was a negative correlation between the scores of behavior problems and the standard scores of sensory integration. The more serious the sensory integration dysfunction was, the more likely the behavior problems were. Conclusion We should pay more attention to the occurrence of sensory integration dysfunction and behavior problems in the rehabilitation of hearing-impaired children, sensory integration training should be carried out when necessary to improve the sensory integration ability of hearing-impaired children and reduce the occurrence of behavior problems.