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目的了解父母培训八步法对学习障碍儿童的干预效果,为儿童学习障碍的干预提供参考依据。方法采用自身对照研究设计,对安宁市某小学三至六年级的儿童进行整群抽样筛查,筛出学习障碍儿童158名作为研究对象。以父母培训八步法为指导,对家长进行每周1次为期16周的父母培训。于培训前和培训结束后使用心理健康测验量表和儿童少年生活质量量表对儿童进行测评,采用亲子关系诊断量表对儿童及其家长进行测评;干预后采用多重成就测验对儿童进行测评。结果干预后儿童心理健康测验量表中的学习焦虑、孤独倾向、自责倾向、过敏倾向因子分和总分低于干预前,少年生活质量量表中的亲子关系、同伴关系、师生关系、学习能力与态度、活动机会性因子分和总分高于干预前;干预后亲子关系诊断量表中,家长报告亲子关系严格型、不安型明显减少,孩子报告亲子关系在消极拒绝、积极拒绝、严格型明显减少。干预后儿童多重成就测验成绩明显提高。结论父母培训八步法能改善学习障碍儿童的心理健康状况、提高生活质量、改善亲子关系,并且能提高学习障碍儿童的学习成绩和学习能力。
Objective To understand the effects of eight-step parental training on children with learning disability and to provide a reference for the intervention of children with learning disabilities. Methods A self-control study was designed to cluster and screen children aged three to six in a primary school in Anning, and to screen out 158 children with learning disability as research subjects. Guided by the eight-step method of parental training, parents are given weekly 16-week parent training once a week. Children were assessed using the Mental Health Test Scale and the Children & Adolescent Quality of Life Scale before the training and after the training. Children and their parents were assessed using the Parent-Child Relationship Diagnostic Questionnaire. Multiple interventional tests were used to evaluate children. Results The anxiety, loneliness tendency, self-blaming tendency, allergy tendency factor score and the total score in intervention group were lower than those in prenatal and adolescent quality of life questionnaire, parent-child relationship, peer relationship, teacher-student relationship, Learning ability and attitude, activity opportunity factor score and total scores higher than before intervention; after intervention, the parent-child relationship diagnosis was found to be of severe parent-child relationship type and uneasiness, and the children reported negative parental rejection, positive rejection, Strict type significantly reduced. Children’s multiple achievement test scores after intervention significantly improved. Conclusion The eight-step method of parent training can improve the mental health of children with learning disability, improve their quality of life, improve their parent-child relationship, and improve the academic performance and learning ability of children with learning disability.