文章摘要
探究儿童语言发育迟缓危险因素及互动式阅读家庭训练综合性干预对Gesell评分及疗效影响
Exploring the effects of risk factors and interactive reading home training integrated intervention on Gesell scores and outcomes in children with language retardation
投稿时间:2023-11-09  修订日期:2023-11-09
DOI:
中文关键词: 儿童语言发育迟缓  危险因素  互动式阅读  综合性干预  Gesell评分
英文关键词: Language retardation in children  Risk factors  Interactive reading  Comprehensive intervention  Gesell score
基金项目:保定市科技计划项目(项目编号:2141ZF220)
作者单位邮编
闫玉青 保定市第四中心医院 072350
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中文摘要:
      [摘要]目的:探究儿童语言发育迟缓危险因素,同时对患儿行互动式阅读家庭教育,分析其对患儿发育和疗效影响。方法:本次研究,通过将本院接诊的120例语言发育迟缓患儿作为研究对象,纳入研究组,选取病例时间为2020年1月~2021年12月,按照随机数字表法将120例患儿分为常规训练组与互动干预组,每组各60例;另外,在本院同时期体检健康儿童被纳入对照组,例数为60;通过给予常规训练组常规训练,包括传统家庭语言练习等;给予互动干预组,除常规训练外,还应实行一对一互动干预,包括语言训练、阅读训练等;分析研究儿童语言发育迟缓危险因素及互动式阅读家庭训练综合性干预对Gesell评分及疗效影响。结果:Logistic模型回归结果显示父母受教育程度、居住地区、儿童每天接触电子产品时间、孕期感染史、出生孕周、每天互动时间为儿童语言发育迟缓因素;相较于常规训练组,互动干预组总有效率明显较高(P<0.05);干预后,两组患儿评分均明显升高,且互动干预组评分高于常规训练组(P<0.005);相较于常规训练组,互动干预组家属满意度明显更高(P<0.05)。结论:父母受教育程度、居住地区、儿童每天接触电子产品时间、孕期感染史、出生孕周、每天互动时间是儿童语言发育迟缓的影响因素;互动式阅读家庭综合训练应用于语言发育迟缓患儿中,可显著提升儿童语言水平,促进家庭和谐,改善患儿预后。
英文摘要:
      [Abstract]Objective:To investigate the risk factors for language retardation in children and to analyze the impact of interactive reading home education on the development and outcome of the children.Methods:In this study, 120 cases of children with delayed speech and language development who were seen in our hospital were included in the study group.The cases were selected from January 2020 to December 2021.According to the random number table method,120 children were divided into routine training group and interactive intervention group,with 60 cases in each group.In addition,the healthy children who had physical examination at the same time in our hospital were included in the control group,with 60 cases.The routine training group was given routine training,including traditional family language practice.In the interactive intervention group,in addition to routine training,one-to-one interactive intervention should be carried out,including language training and reading training.The impact of LR risk factors and interactive reading family training on Gesell score and efficacy were analyze.Results:The results of Logistic regression model showed that parents""education level,living area,children""s daily exposure time to electronic products,history of infection during pregnancy,gestational age at birth,and daily interaction time were the factors of children""s language development delay.Compared with the routine training group,the total effective rate of the interactive intervention group was significantly higher(P<0.05).After intervention,the scores of the two groups significantly increased,and the score of the interactive intervention group was higher than that of the routine training group(P<0.005).Compared with the routine training group,the satisfaction of family members in the interactive intervention group was significantly higher(P<0.05).Conclusion:Parents""education level,living area,children""s daily exposure time to electronic products,history of infection during pregnancy,gestational age at birth,and daily interaction time are the influencing factors of children""s language development delay.The application of interactive reading family comprehensive training in children with LR can significantly improve the language level of children,promote family harmony and improve the prognosis of children.
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