引导式教育对1～3岁脑瘫患儿情绪社会性发展的影响

Effect of conductive education on emotion socialization of 1-3 year-old children with cerebral palsy

目的探讨引导式教育是否能改善1～3岁脑瘫患儿情绪社会性发展问题。方法选取2014年12月至2016年12月西安市儿童医院康复训练中心训练的186例1～3岁脑瘫患儿,随机分为常规治疗组及引导式教育组。两组均进行常规康复训练,引导式教育组再加以引导式教育。观察两组训练前后情绪社会性发展评估及粗大运动评定结果的变化。结果干预前后比较:常规治疗组与引导式教育组能力域分值均有明显提高,差异均有统计学意义(t值分别为4.017、8.831,均P<0.05);引导式教育组内隐行为域、失调域分值比较均有统计学意义(t值分别为2.778、2.649,均P<0.01);GMFM 88项分值两组均有显著增高,差异有统计学意义(t值分别为3.099、3.550,均P<0.01)。干预6个月后常规治疗组与引导式教育组比较:引导式教育组内隐行为域、失调域分值明显低于常规治疗组,差异均有统计学意义(t值分别为4.917、3.328,均P<0.01);GMFM 88项分值两组差异无统计学意义(t=0.374,P>0.05)。结论引导式教育可以改善脑瘫患儿不良的情绪社会行为问题。

Objective To observe the effects of conductive education on the emotion socialization problems of children aged 1-3 years with cerebral palsy(CP). Methods From December 2014 to December 2016, 186 children aged 1-3 years with CP trained in Rehabilitation Center of Xi’an City Children’s Hospital were randomly divided into conventional treatment group and conductive education group. Both groups were routinely trained, and conductive education group was provided with conductive education additionally. The changes of emotion socialization and assessment of gross motor before and after training were observed. Results The ability domain scores of both groups were significantly improved, and the differences were significant(t value was 4.017 and 8.831, respectively, both P<0.05). The differences in scores of implicit behavior domain and disorder domain in the conductive education group were statistically significant(t value was 2.778 and 2.649, respectively, both P<0.01). The scores of GMFM-88 increased significantly in both groups, and the differences were significant(t value was 3.099 and 3.550, respectively, both P<0.01). After 6 months of intervention, scores of implicit behavior domain and disorder domain in the conductive education group were significantly decreased compared to those in the conventional treatment group, and the differences were significant(t value was 4.917 and 3.328, respectively, both P<0.01). There was no significant difference in the scores of GMFM-88(t=0.374,P>0.05). Conclusion Conductive education could improve the emotion socialization problems of children with CP.