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目的改善与提高学习困难儿童的生活质量。方法2003年2～8月采用短程结构式游戏对学习困难儿童进行生活质量心理干预,并用程灶火编制的儿少主观生活质量问卷(ISLQ)对学习困难儿童干预前后的生活质量进行检查评定。采用整群随机抽取湛江市2所小学4年级儿童共750名,按标准筛选出学习困难儿童83名,分为观察组与对照组,同时从该2所小学同年级学习成绩在中等或以上水平的学生中随机抽取50名,作为正常组。结果按随机抽样原则经过短程结构式游戏干预后观察组生活质量的总分和认知、情感两个成分的分值均高于对照组,差异具有显著性(P<0.01)。其中家庭生活、同伴交往、学校生活、自我认识和抑郁体验5个方面明显高于对照组,差异具有显著性(P<0.01)。结论短程结构式游戏是改善学习困难儿童生活质量的一种有效心理干预方法。
Purpose To improve and improve the quality of life of children with learning disabilities. Methods From February to August 2003, the short-distance structured games were used to make psychological quality of life intervention for children with learning difficulties. The ISLQ questionnaire was used to assess the quality of life of children with learning difficulties before and after intervention. A total of 750 children of Grade 4 in 2 primary schools in Zhanjiang City were randomly selected using cluster analysis. 83 children with learning disabilities were selected according to the criteria and divided into observation group and control group. At the same time, Of the students randomly selected 50, as a normal group. Results According to the principle of random sampling, scores of total score, cognition and emotion of observation group after short-distance structured game intervention were higher than those of control group, the difference was significant (P <0.01). Among them, family life, peer interaction, school life, self-awareness and depression experience were significantly higher than those in the control group (P <0.01). Conclusion Short-distance structured games is an effective psychological intervention to improve the quality of life of children with learning disabilities.