CAJ | 학술논문

目的：探讨引导式教育对精神发育迟滞幼儿的疗效及年龄、病情程度对疗效的影响。方法精神发育迟滞幼儿256例，按照家长意愿分为治疗组142例，对照组114例。对照组常规给予运动疗法、作业疗法、语言训练等一对一的康复训练，治疗组除以上方法外加用引导式教育。对两组治疗前后DQ结果进行对比分析，并观察两组不同年龄、不同病情程度的疗效。结果两组治疗后及两组内部治疗前后DQ值对比，差异均有统计学意义(P<0.05)；两组治疗总有效率、两组不同年龄段间的总有效率<2岁治疗组与对照组的总有效率比较，差异均有统计学意义(P<0.05)；2~3岁治疗组与对照组总有效率差异无统计学意义(P>0.05)。轻度、中度与重度病情不同患儿，治疗前后DQ差值差异均有统计学意义(P<0.05)。结论对幼儿精神发育迟滞患者来说，在传统康复治疗基础上采用引导式教育疗效显著，年龄越小，病情越轻，疗效越好。
목적：탐토인도식교육대정신발육지체유인적료효급년령、병정정도대료효적영향。방법정신발육지체유인256례，안조가장의원분위치료조142례，대조조114례。대조조상규급여운동요법、작업요법、어언훈련등일대일적강복훈련，치료조제이상방법외가용인도식교육。대량조치료전후DQ결과진행대비분석，병관찰량조불동년령、불동병정정도적료효。결과량조치료후급량조내부치료전후DQ치대비，차이균유통계학의의(P<0.05)；량조치료총유효솔、량조불동년령단간적총유효솔<2세치료조여대조조적총유효솔비교，차이균유통계학의의(P<0.05)；2~3세치료조여대조조총유효솔차이무통계학의의(P>0.05)。경도、중도여중도병정불동환인，치료전후DQ차치차이균유통계학의의(P<0.05)。결론대유인정신발육지체환자래설，재전통강복치료기출상채용인도식교육료효현저，년령월소，병정월경，료효월호。
Objective To study the effect of conductive education on children with mental retardation, and different ages and degree of epathogenetic condition on curative effect. Methods From January 2010 to June 2013, 256 cases of young children with mental retardation were divided into treatment group (142 cases ) and control group (114 cases ) according to the parents’intend. All children received one-on-one rehabilitation training including physical therapy, occupational therapy and speech therapy. Additionally, children from the treatment group also got conductive education. The inter-group and inner-group comparison of DQ before and after the intervention were evaluated, as well as the influence of different age and degree of epathogenetic condition on the curative effect. Results The inter-group and inner-group differences of DQ before and after the intervention, and the total curative rate in both group s were significant(P<0.05). Children less than 2 years old revealed better curative rate in treatment group than in control group (P<0.05), but there were no significant differences in children between 2~3 years old. The differences of DQ in children with mild, moderate and severe illness before and after the treatment were significant (P<0.05). Conclusion Conductive education has a favorable effect on the basis of traditional rehabilitation therapy for young children with mental retardation. The younger and the milder morbid condition, the better the outcomes.