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目的 为了探讨南阳市学龄儿童感觉统合失调的分布特点及父母养育方式与儿童感觉统合功能的关系。方法 经瑞文推理测验初步筛选智力正常的儿童 6～ 9岁共 5 66人。采用“儿童生活环境调查表”、“感觉统合评定量表”、“儿童生活养育问卷 (EMBU)”等进行测评比较。结果 感觉统合失调率轻度为 1 8.4% ,重度为 6.76% ,男孩略高于女孩。 6～ 7岁组感觉统合失调率最低 ,与其它年龄组比较有统计学意义 ,P<0 .0 5。学习成绩差者感觉统合失调率最高 ,显著高于学习成绩上等和中等儿童。父母间的养育类型呈明显不相关 ,其中位于对角线上的相同养育类型的相关系数都是最大的。结论 学龄儿童感觉统合失调是学习困难的重要原因 ,多分布于学习成绩差者 ,感觉统合失调与父母养育方式关系密切 ,如拒绝和偏爱 ,平时孩子由非父母照料 ,家庭支持系统差和居住环境恶劣 ,父母对孩子不切实际的期望以及父亲年龄偏大和母亲年龄偏小等都对儿童感觉统合功能的发育造成负性影响
Objective To explore the distribution characteristics of sensory integration disorder in school-age children in Nanyang and the relationship between parental rearing patterns and children’s sensory integration. Methods Ruijin inference test was used to screen 566 children aged 6 ~ 9 who had normal intelligence. The “Living Environment Questionnaire for Children”, “Sensory Integration Rating Scale” and “EMBU” were used for comparison and evaluation. Results The sensory integration dysfunction rate was mild (8.4%) and severe (6.76%), with boys slightly higher than girls. The incidence of sensory integration was the lowest in 6-7 years old group, with statistical significance compared with other age groups (P <0.05). Those with poor academic records had the highest rate of sensory integration dysfunction, significantly higher than those with upper academic records and middle school children. The type of parental rearing was significantly uncorrelated, with the same type of recuperation located on the diagonal having the highest correlation coefficient. Conclusions The sensory integration dysfunction in school-age children is an important reason for learning difficulties. It is mainly distributed among those with poor academic performance. Sensory integration disorders are closely related to parental rearing patterns. For example, rejection and preference, children’s non-parental care, poor family support system and living environment Harshness, unrealistic expectations of parents for children, and the fact that older dads and younger mothers have a negative impact on the development of children’s sensory integration