本文選題：腦癱兒童 + 引導(dǎo)式教育　； 參考：《吉林大學(xué)》2012年碩士論文

【摘要】：目的：了解天津市殘疾人康復(fù)中心開展引導(dǎo)式教育三年來的工作成效，評價(jià)引導(dǎo)式教育康復(fù)效果，分析相關(guān)影響因素，探討《腦癱兒童綜合能力發(fā)展評估表》在實(shí)際工作中的應(yīng)用價(jià)值，促進(jìn)腦癱兒童取得更好康復(fù)效果。 方法：選取2009-2011年在天津市殘疾人康復(fù)中心進(jìn)行CE訓(xùn)練的腦癱患兒作為研究對象，分別用體能、精細(xì)動(dòng)作、語言、社交、智能、生活自理六大能區(qū)發(fā)育齡和發(fā)育商提高情況對于CE進(jìn)行綜合評估；從普通幼兒園選取30名健康兒童作為研究對象，評價(jià)《腦癱兒童綜合能力發(fā)展評估表》的重測信度和治療師間的信度；以《北京-Gesell發(fā)育量表》作為校標(biāo)，通過測試兩表對應(yīng)能區(qū)的相關(guān)性，評價(jià)《腦癱兒童綜合能力發(fā)展評估表》的校標(biāo)效度；對可能影響CE的相關(guān)因素進(jìn)行分析。 結(jié)果： ①基本情況：腦癱兒童研究對象共72例，男34例，占47.2%；女38例，占52.8%。普通幼兒研究對象共30例，其中男18例，占60%；女12例，占40%。 ②《腦癱兒童綜合能力發(fā)展評估表》信度效度：治療師間測試結(jié)果Spearman相關(guān)系數(shù)r_s值介于0.981~1.000之間； P＜0.001。重測結(jié)果Spearman相關(guān)系數(shù)r_s值介于0.957~0.981之間；與《北京-Gesell發(fā)育量表》對應(yīng)能區(qū)之間Spearman相關(guān)系數(shù)r_s值介于0.858~0.973之間，P＜0.001。 ③引導(dǎo)式教育康復(fù)效果：六大能區(qū)的發(fā)育齡有效率介于84.7%~91.7%之間；發(fā)育商有效率介于70.8~76.4%之間。 ④相關(guān)因素對康復(fù)效果的影響：訓(xùn)練時(shí)間與體能、精細(xì)動(dòng)作、社交/游戲、智能和語言溝通康復(fù)效果成正相關(guān)(P＜0.05)；以下因素分析均為排除訓(xùn)練時(shí)間影響后的結(jié)果：入園月齡＜48個(gè)月與≥48個(gè)月之間在體能、精細(xì)動(dòng)作和生活自理等方面康復(fù)效果差異無統(tǒng)計(jì)學(xué)意義(P＞0.05)；≥48個(gè)月腦癱患兒社交/游戲、智能和語言溝通效果好于＜48個(gè)月組(P＜0.05)。痙攣型腦癱患兒六方面的康復(fù)效果好于非痙攣型，差異有統(tǒng)計(jì)學(xué)意義(P＜0.05)；不伴發(fā)其它殘疾腦癱兒童體能、精細(xì)動(dòng)作、社交/游戲、智能、生活自理和語言溝通方面康復(fù)效果優(yōu)于伴發(fā)其它殘疾兒童(P＜0.05)；早產(chǎn)腦癱兒童在精細(xì)動(dòng)作、社交/游戲、生活自理、智能及語言溝通方面的康復(fù)效果好于非早產(chǎn)腦癱兒童(P＜0.05）。 結(jié)論：①引導(dǎo)式教育康復(fù)方法能有效促進(jìn)腦癱兒童綜合能力康復(fù)，表現(xiàn)為促進(jìn)體能、精細(xì)動(dòng)作、語言、社交、智能、生活自理六大能區(qū)發(fā)育齡和發(fā)育商提高。②《腦癱兒童綜合能力發(fā)展評估表》具有較高的信度與效度，，可以作為日�？祻�(fù)評估之用，但部分內(nèi)容還需要標(biāo)化修訂。③總體來講，訓(xùn)練時(shí)間、入園月齡、腦癱類型、伴發(fā)殘疾、致殘危險(xiǎn)因素等是影響康復(fù)效果的重要因素，但影響方面不同。I訓(xùn)練時(shí)間與康復(fù)效果成正相關(guān)，訓(xùn)練時(shí)間越長，康復(fù)效果越好。II入園月齡對康復(fù)訓(xùn)練效果有一定影響，大年齡組腦癱兒童部分康復(fù)效果好于小年齡組。III痙攣型腦癱兒童康復(fù)效果優(yōu)于非痙攣型。IV不伴發(fā)殘疾的腦癱兒童的康復(fù)效果好于伴發(fā)殘疾的腦癱兒童。V早產(chǎn)腦癱兒童康復(fù)效果好于非早產(chǎn)腦癱兒童。
[Abstract]:Objective : To study the effect of guiding education for the disabled rehabilitation center of Tianjin in three years , evaluate the effect of guiding education and analyze the influencing factors , and discuss the application value of the comprehensive ability development evaluation chart of the children with cerebral palsy , and to promote the better rehabilitation effect of cerebral palsy children .

Methods : The children with cerebral palsy who underwent CE training in the rehabilitation center of the disabled in Tianjin from 2009 to 2011 were selected as the research subjects , and the comprehensive evaluation of CE was carried out with physical , fine action , language , social , intelligence , life self - care , developmental age and development quotient .
30 healthy children were selected from ordinary kindergartens as the research subjects , and the reliability of retest reliability and therapist was evaluated in the evaluation of comprehensive abilities of children with cerebral palsy .
Taking Beijing - Gesell development scale as the calibration standard , the correlation of the corresponding energy regions of the two tables was tested , and the calibration validity of the comprehensive ability development evaluation chart of the children with cerebral palsy was evaluated .
Analysis of factors that may affect CE .

Results :

( 1 ) Basic information : 72 cases of cerebral palsy children were studied , 34 cases were male , accounting for 47.2 % ;
38 cases were female , accounting for 52.8 % . Among them , there were 30 males and 18 females , accounting for 60 % .
12 cases were female , accounting for 40 % .

( 2 ) The reliability and validity of the evaluation of comprehensive ability of children with cerebral palsy : The correlation coefficient of man - man correlation coefficient between therapists and therapists ranged from 0.981 to 1.000 ;
The correlation coefficient r _ s was 0.957 ~ 0.981 .
The correlation coefficient ( r _ s ) was between 0.858 and 0.973 ( P < 0.001 ) .

( 3 ) The effect of guiding education was that the effective rate of development was between 84.7 % and 91.7 % .
The effective rate of development quotient ranged from 70.8 % to 76.4 % .

( 4 ) The influence of related factors on rehabilitation effect : training time is positively correlated with physical fitness , fine action , social / game , intelligence and language communication and rehabilitation effect ( P < 0.05 ) ;
The following factors were analyzed in order to eliminate the effect of training time : there was no significant difference in physical fitness , fine movement and living self - care between < 48 months and 鈮

本文編號：2084041