医教结合下心理与行为干预在特教融合教育中的效果评价

Effect of psychological and behavioral intervention on special children in inclusive education with the combination of medicine and education

目的:研究在医教结合方法下,特殊儿童融合教育过程中使用心理与行为干预对特殊儿童的康复及其家长的焦虑抑郁水平改善的作用。方法:对52名特殊儿童及其家长进行为期一年的心理或行为干预,干预前后采用日常生活能力量表、社会适应能力量表和Conners儿童行为问卷对儿童进行评估,同时采用汉密尔顿抑郁量表与汉密尔顿焦虑量表对家长情绪状态进行评估。结果:干预后学生日常生活中存在的问题有所下降(t=9.71,P<0.001),其社会适应能力也得到了一定提升(t=-6.79,P<0.001);干预后家长的抑郁水平明显下降(t=4.88,P<0.001),其焦虑水平也得到了显著缓解(t=2.20,P<0.05),但效应量较小。结论:心理与行为干预能够有效促进特殊儿童的心理与行为功能康复,对于缓解家属的消极心理状态也具有良好的干预效果。

Objective:To explore the effect of psychological and behavioral intervention on the rehabilitation of special children and the improvement of their relatives’depressive state in inclusive education with the combination of medicine and education.Methods:A total of 52 cases of special children and their relatives were selected as the research participants,and each of them was provided with particular psychological or behavioral intervention for a year.The Activity of daily living scale(ADL),the Social adaptive functioning scale(SAFS),and the Conners parent symptom questionnaire(PSQ)were used to evaluate the children before and after the intervention,while the Hamilton depression rating scale for depression(HRSD)and Hamilton anxiety scale(HAMA)were used to assess their relatives.Results:After a year of intervention,the ADL and SAFS scores of special children improved significantly(t=9.71,-6.79;P<0.001).And the HRSD and HAMA scores of the relatives were significantly lower than those before intervention(t=4.88,2.20;P<0.05),whereas having a small effect size.Conclusion:Psychological and behavioral intervention can benefit the rehabilitation of special children’s mental and behavioral functions,and can also mitigate the negative psychological state of their relatives.