08-12-31  

杜焕英1丁梅2杨荣梅1游石琼1安雪梅1宋丽娟1
摘要目的探索智能障碍儿童训练的有效方法和最佳年龄。方法用波特奇(Portage)早期教育法与弱智儿童早期教育手册及333科研体系学习与应用，对369例智能障碍儿童进行家庭与中心相结合的一对一训练，对致智力障碍的可能危险因素及训练效果进行综合分析。将坚持训练2个疗程以上的112例列为训练组，只训练1至2次的34例列为对照组。结果369例智力障碍儿童有危险因素317例(83.40%)，其中围生期高危因素者244例(66.38%)，母亲智力障碍者63例(17.12%)。两组儿童发育商（DQ）均值分别为：训练前69.10、68.00与训练后88.00、69.90的值。经统计处理分别是P＜0.01和P＞0.05。结论无论何种原因引起智力发育障碍的儿童，在大脑发育关键期进行训练均有显著效果。
关键词智力障碍训练智力发育
The risk factor and training effect research in mental Retardation children
DU Huan?yingDING MeiYANG Rong?meiYOU Shi?qiongAN Xue?meiSONG Li?juan
ABSTRACTObjectiveTo explore the effective train in children with intelligence disability. MethodsWith the BAUD wonderful (portage) early time educational method in, the intelligence disability child early time educational handbook and 333 scientific research system study, 369 children with intelligence disability were carried on a pair of training which the family and the center unify, the cause of disease and training effect were analyzed. 112 examples who were trained insistently above 2 treatment courses compared with 1 examples who were trained only one or two times. ResultsThe proportion of high?risk factor in female gestation period was 83.40%. In which perinatal high?risk factor 244 examples (66.38%), mother intelligence barrier 63 examples（17.12%）；Two groups of children's average development quotient respectively were 65.93, 60.00 (before training), 80.66, 61.50 (after training) (P<0.01), (P>0.05). ConclusionTo children in the critical cerebrum growth period with intelligence disability, regardless of what kind of cause, the training effect was remarkable.
KEY WORDSMental RetardationTrainingIntelligent growth