CAJ | 학술논문

目的：探讨多动症儿童配合家庭学校治疗干预疗效。方法对36例ADHD患儿分3组，每12人1组。采用相同授课内容、相同时间进行3次集体行为干预，将存在的不良行为与家长、老师共同设置干预方案。结果分别在3、6、9周进行Conners父母问卷、教师问卷评估，品行问题、学习问题、心身障碍、冲动－多动、焦虑因子和多动指数均较干预治疗前明显降低，差异有统计学意义（P＜0．05）。结论家庭学校医疗3方联动干预ADHD患儿对其结束治疗后的个人成长和家庭帮助具有重要意义。
목적：탐토다동증인동배합가정학교치료간예료효。방법대36례ADHD환인분3조，매12인1조。채용상동수과내용、상동시간진행3차집체행위간예，장존재적불량행위여가장、로사공동설치간예방안。결과분별재3、6、9주진행Conners부모문권、교사문권평고，품행문제、학습문제、심신장애、충동－다동、초필인자화다동지수균교간예치료전명현강저，차이유통계학의의（P＜0．05）。결론가정학교의료3방련동간예ADHD환인대기결속치료후적개인성장화가정방조구유중요의의。
Objective To investigate the child with ADHD Homeschool efficacy of therapeutic interven-tions .Methods 3 6 patients divided into three groups of children with ADHD every 1 2 people in a group .The same time using the same lectures three times a collective behavioral intervention ,the presence of bad behavior with parents ,teachers jointly set up intervention programs .Result 3 ,6 ,9 weeks respectively Conners Parent Questionnaire/teacher assessment questionnaire , conduct problems , learning problems , psychosomatic disor-ders ,impulsivity -hyperactivity ,anxiety and hyperactivity index factor intervention significantly lower than be-fore treatment ,the difference was statistically significance(P<0 .05 ) .Conclusion Family medical school chil-dren with ADHD its tripartite joint intervention after the end of treatment to help personal grow th and family is important .