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目的探索在我国目前的国情下,针对语言发育落后儿童的干预模式。方法随机选择上海青浦地区6个社区13～24个月的幼儿206名,用问卷方式了解所有儿童自发表达的词汇量,选出词汇量低于第5百分位的异常儿童14名。在为期12个月的干预中,首先由儿童保健专家对每个儿童进行发育评估,并根据个体的语言水平和家庭情况,制定干预计划。然后由经培训的幼教老师深入家庭、托幼机构实施干预计划。采用 Gesell 婴幼儿发育量表进行干预前后的发育评估。结果经12个月的干预后 Gesell 言语能和应人能的发育商(DQ)均有显著提高(P<0.01),应物能也有显著提高(P<0.05)。言语能和应人能的提高都显示出一个明显的追赶效应,发育水平分别提高(18.0±5.3)个月和(16.2±5.9)个月。经干预后71.4%幼儿的语言水平达到正常。结论所采用的医教结合模式对1～2岁幼儿进行早期语言干预有效,能明显提高幼儿的语言水平和沟通能力。
Objective To explore the intervention model for underdeveloped children in China under the current national conditions. Methods Totally 206 children aged 13-24 months from 6 communities in Shanghai Qingpu district were randomly selected. All children were asked to understand the spontaneous vocabulary, and 14 children whose vocabulary was lower than the 5th percentile were selected. In a 12-month intervention, each child was first evaluated by a child health professional for developmental assessment and an intervention plan was developed based on individual language proficiency and family status. Then by the training of preschool teachers in-depth family, nurseries to implement intervention programs. Developmental assessment using Gesell Infant Developmental Scale before and after intervention. Results Gesell speech and DQ (P <0.01) after 12 months intervention significantly increased (P <0.05). Both verbal ability and the ability to improve one’s ability showed a significant catching-up effect, which increased by (18.0 ± 5.3) months and (16.2 ± 5.9) months respectively. After the intervention, 71.4% of the children had normal language proficiency. Conclusion The combination of medical education and teaching mode is effective in early language intervention for children aged 1-2 years and can significantly improve children’s language proficiency and communication skills.