Study on treatment in children of learning disabilities by comprehensive training intervention

Abstract

Abstract: 【Objective】 To evaluate the effects of comprehensive training on learning disability(LD) children by visual-auditory cognitive training and sensory intergrative training. 【Methods】 59 cases of LD children had accepted systemic visual-auditory cognitive training and sensory intergrative training. Conners Rating scale and visual-auditory cognitive evaluation and REP were used to evaluate the effects before and after treatment. 40 cases of control group had accepted visual-auditory cognitive evaluation and REP test before and after 3 months. 【Results】 The scores of recite number were significantly increased and error rate of visual distinguish were significantly decreased after treatment in LD children. Parent's Symptom Questionnaire(PSQ) in LD children were significantly decreased after treatment. The latency(ms) of P2、N2、P3 were significantly shorter after intervention in LD children. The scores of visual-auditory cognitive evaluation and the latency of REP had no significant statistical difference between before and after 3 months in control group. 【Conclusion】 comprehensive training could improve some cognitive abilities of LD children effectively.

Key words: learning disabilities, training, children

摘要： 【目的】探讨视、听认知以及感觉统合综合训练方法对学习障碍儿童的治疗效果,为临床有效治疗学习障碍提供依据。【方法】对59例学习障碍儿童采用个性化的视、听认知感觉统合进行训练,治疗前后分别进行视听觉认知测评和Conners'量表父母症状问卷进行评估,事件相关电位(ERP)测试并进行比较分析。对40例正常对照组3个月前后分别进行视听觉认知以及ERP测试并进行比较分析。【结果】学习障碍儿童在治疗后的视听觉认知测评中背数得分较前明显升高,视觉分辨失误率明显降低(P<0.01),Conners'量表各因子得分明显降低(P<0.05),ERP各成分波的潜伏期明显缩短(P<0.01)。对照组视听觉认知以及ERP各项测试指标3个月前后差异均无统计学意义(P均>0.05)。【结论】综合训练能有效提高学习障碍儿童的认知能力。

关键词: 学习障碍, 训练, 儿童

CLC Number:

R749.94

ZHANG Kai-feng, XU Xiu, YAN Dong-yong, ZHU Ye, FENG Jing-jing, LIU Jing. Study on treatment in children of learning disabilities by comprehensive training intervention[J]. journal1, 2011, 19(10): 893-896.

张凯峰,徐秀,燕东雍,朱叶,冯菁菁,刘静. 学习障碍儿童综合训练干预疗效分析[J]. 中国儿童保健杂志, 2011, 19(10): 893-896.

References

[1] 静进.对儿童学习障碍的理解及其诊疗[J].中国儿童保健杂志,2011,19(3):195-198.
[2] 杨玉凤,金星明,静进.发育行为儿科手册[M].南京:江苏科学技术出版社,2009:141-148.
[3] Bauminger N, Edelsztein HS, Morash J. Social information processing and emotional under standing in children with LD[J]. Learn Disabil,2005,38(1):45-61.
[4] Bauminger N, Kimhi-Kind I. Social information processing,security of attachment and emotion regulation in children with learning[J]. Learn Disabil,2008,41(4):315-332.
[5] Knivsberg AM,Andreassen AB. Behaviour, attention and cognition in sever dyslexia[J]. Nord J Psychiatry,2008,62(1):59-65.
[6] 世界卫生组织.ICD-10(国际疾病和相关健康问题统计分类第十版)精神与行为障碍分类[M].北京:人民卫生出版社,1992.
[7] 王庆熊,陈学彬.非言语型学习障碍儿童选择注意功能的神经心理特性[J].中华儿科杂志,2004,42(9):705-707.
[8] Schuchardt K, Maehler C, Hasselhon M. Working memory deficits in children with specific learning disorders[J]. J Learn Disabil,2008,41(6):514-523.
[9] Breznitz Z, Leikin M. Syntactic processing of Hebrew sentences in normal and dyslexic readers: electrophysiological evidence[J]. Genet Psychol,2000,161(3):359-380.
[10] Laycock R, Crewther SG. Towards an under standing of the role of the magnocellular advantage in fluent reading[J]. Neurosci Biobehav Rev,2008,32(8):1494-506.
[11] 静进.儿童学习障碍及其治疗[J].实用儿科临床杂,2006,21(23):1673-1677.
[12] Rosenzweig MR, Bennett EL. Psychobiology of plasticity: effects of training and experience on brain and behavior[J]. Behav Brain Res,1996,78:57-65.
[13] 高铁英,赵冬卉.感觉统合治疗对感觉统合失调儿童P300的影响[J].中国临床康复,2004,5(12):2300-2301.
[14] 高华,祝英禄,孙梦月,等.认知和感觉统合训练对学习困难儿童干预作用[J].中国临床康复,2005,9(20):110-111.
[15] 梁福成,王雪艳.认知事件相关电位P300与儿童青少年工作记忆的发展[J].心理发展与教育,2006,22(1):29-34.
[16] Mangina CA, Beuzeron-Mangina, JH. Brain plasticity following psychophysiological treatment in learning disabled/ADHD pre-adolescents[J]. International Journal of psychophysiology,2004,52:129-146.