【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。
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.
关键词
学习障碍 /
训练 /
儿童
Key words
learning disabilities /
training /
children
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基金
复旦大学儿科医院青年基金(2008-Q007)
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