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

ZHANG Kai-feng; XU Xiu; YAN Dong-yong; ZHU Ye; FENG Jing-jing; LIU Jing

PDF(593 KB)

Chinese Journal of Child Health Care ›› 2011, Vol. 19 ›› Issue (10) : 893-896.

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

ZHANG Kai-feng, XU Xiu, YAN Dong-yong, ZHU Ye, FENG Jing-jing, LIU Jing

Author information +

History +

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

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

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]. Chinese Journal of Child Health Care. 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.