论文部分内容阅读
目的探讨常规语言训练与亲子课、亲子互动治疗相结合的综合干预方式对表达性语言障碍的疗效和可行性。方法选取62例诊断为表达性语言发育障碍的24~42个月儿童,进行为期2个月的干预,治疗前后采用格塞尔发育测试诊断发育水平,儿童语言发育迟缓检查法进行语言水平评估。对照组进行常规语言训练,研究组同时进行集体亲子课和一对一亲子互动治疗。结果干预后,研究组儿童显效率78.13%,有效率21.87%;对照组显效率34.38%,有效率62.5%,差异有统计学意义(P<0.01)。在语言、个人-社交、精细动作能区中,研究组儿童DQ均明显高于对照组,差异有统计学意义(P<0.05)。结论常规语言训练与亲子课、亲子互动治疗相结合的综合干预方式不仅有效促进语言发育,还改善了情绪、行为问题,疗效确切。
Objective To explore the efficacy and feasibility of a comprehensive intervention mode combining traditional language training with parent-child classes and parent-child interaction therapy on speech-related dyslexia. Methods Sixty-two children aged 24-42 months diagnosed with expressive language dysplasia were enrolled in this study. The intervention was performed for 2 months. The developmental level of Gerber’s development test was evaluated before and after treatment, and the language proficiency test was used to evaluate the language proficiency. The control group conducted routine language training, while the research group conducted collective parent-child lessons and one-on-one parent-child interactive treatment. Results After intervention, the effective rate of children in study group was 78.13%, and the effective rate was 21.87%. The effective rate of control group was 34.38% and the effective rate was 62.5%. The difference was statistically significant (P <0.01). In language, individual - social, fine motor energy zone, the study group children DQ were significantly higher than the control group, the difference was statistically significant (P <0.05). Conclusion The combination of routine language training with parent-child lessons and parent-child interaction therapy not only effectively promotes language development but also improves mood and behavior problems and has an exact curative effect.