语言发育迟缓的言语认知、听觉统合训练疗效
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摘要
目的分析言语-认知功能训练+听觉统合训练联合应用在儿童语言发育迟缓治疗中所取得的临床效果。方法在2017年10月—2018年10月本院收治的儿童语言发育迟缓患儿中盲选40例纳入本次研究之中,常规组20例接受言语-认知功能训练治疗,联合组20例患儿接受言语-认知功能训练+听觉统合训练联合治疗,对常规组和联合组患儿治疗效果展开分析。结果联合组在本次研究中患儿治疗有效率优于常规组,组间结果对比差异存在统计学意义(P <0.05)。在CRRCAE检查表分析中,治疗后联合组在研究之患儿听、口头表达、出声读、复述、听写、抄写以及计算评分优于常规组,组间结果对比差异存在统计学意义(P <0.05)。在Gesell发育量表评分中,治疗后联合组患儿适应性、个人-社交能力、精细动作、语言以及大运动优于常规组,组间结果对比差异存在统计学意义(P <0.05)。结论儿童语言发育迟缓患儿接受言语-认知功能训练+听觉统合训练联合治疗,可取得满意的治疗效果,有效的提升患儿的语言-认知功能、智力发育水平。
Objective This paper mainly analyzes the clinical effects of speech-cognitive function training + auditory integration training in the treatment of children with language development retardation. Methods Forty-eight blind patients who were admitted to the hospital from October 2017 to October 2018 were enrolled in the study. 20 patients in the routine group received speech-cognitive function training and 20 patients in the combined group. Children were treated with speech-cognitive function training + auditory integration training, and the treatment effects of children in the conventional group and the combined group were analyzed. Results In the study group, the effective rate of treatment was significantly better in the study than in the conventional group. There was a significantdifference in the results between the groups(P < 0.05). In the analysis of CRRCAE checklist, after the treatment, the combined group in this study had better hearing, verbal, vocal reading, retelling, dictation, transcription and calculation scores than the conventional group. Difference(P < 0.05). Among the Gesell developmental scale scores, the combined group in the study after treatment, the children's adaptability, personal-social ability, fine movements, language and large exercise were significantly better than the conventional group, and there was a significant difference between the groups(P < 0.05). Conclusion Children with language retardation can receive satisfactory treatment results by receiving speech-cognitive function training + auditory integration training. It can effectively improve the language-cognitive function and intellectual development level of children.
Objective This paper mainly analyzes the clinical effects of speech-cognitive function training + auditory integration training in the treatment of children with language development retardation. Methods Forty-eight blind patients who were admitted to the hospital from October 2017 to October 2018 were enrolled in the study. 20 patients in the routine group received speech-cognitive function training and 20 patients in the combined group. Children were treated with speech-cognitive function training + auditory integration training, and the treatment effects of children in the conventional group and the combined group were analyzed. Results In the study group, the effective rate of treatment was significantly better in the study than in the conventional group. There was a significantdifference in the results between the groups(P < 0.05). In the analysis of CRRCAE checklist, after the treatment, the combined group in this study had better hearing, verbal, vocal reading, retelling, dictation, transcription and calculation scores than the conventional group. Difference(P < 0.05). Among the Gesell developmental scale scores, the combined group in the study after treatment, the children's adaptability, personal-social ability, fine movements, language and large exercise were significantly better than the conventional group, and there was a significant difference between the groups(P < 0.05). Conclusion Children with language retardation can receive satisfactory treatment results by receiving speech-cognitive function training + auditory integration training. It can effectively improve the language-cognitive function and intellectual development level of children.
引文
[1]林爱兰,陈少蓉.语言干预对语言发育迟缓儿童社会适应能力改善的影响效果分析[J].临床合理用药杂志,2018,11(32):133-134.
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[7]冯鹏飞.补肾健脑针刺疗法联合语言小组训练对脑性瘫痪患儿语言发育迟缓的影响[J].吉林中医药,2018,38(3):349-352.
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[9]何雄英,朱璇,卢浩东,等.经颅超声-神经肌肉刺激治疗仪在发育迟缓儿童中的应用效果观察[J].世界最新医学信息文摘,2017,17(94):123-124.
[10]钱沁芳,欧萍,杨式薇,等.听觉统合训练对整体发育迟缓儿童语言及情绪-社会性的影响[J].中国康复医学杂志,2017,32(4):428-433.
[11]梁静,王朝晖.S-S语言发育迟缓评价法与Gesell发育评估量表在幼儿语言评定应用中的对比[J].中国儿童保健杂志,2017,25(5):514-516.
[12]郭慧慧,鲍超.补肾健脑针法结合语言训练治疗小儿脑性瘫痪言语障碍的疗效观察针灸康复[J].按摩与康复医学,2016,32(24):23-25.
[2]祝壮.儿童语言发育迟缓经语言训练联合经络导平仪治疗的效果探讨[J].首都食品与医药,2018,25(19):11.
[3]张桂芳,海敬,尚清.早期康复护理干预在语言发育迟缓儿童中的应用效果观察[J].临床医学工程,2018,25(9):1223-1224.
[4]林小芹,邓建荣.口肌训练结合语言认知训练在智力低下儿童语言康复中的应用[J].海南医学,2018,29(17):2425-2427.
[5]王在亮.临床康复训练对提高精神发育迟缓患者社会适应能力的效果分析[J].临床研究,2018,26(6):90-92.
[6]李娟,顾美珍,胡金芝.阶梯性语言康复训练在1~3岁语言发育迟缓儿童中的应用效果[J].中国乡村医药,2018,25(8):23-24.
[7]冯鹏飞.补肾健脑针刺疗法联合语言小组训练对脑性瘫痪患儿语言发育迟缓的影响[J].吉林中医药,2018,38(3):349-352.
[8]晋培鹤,马文丽,李影.影响儿童语言发育迟缓的原因调查及家庭养育环境对其预后的影响研究[J].首都食品与医药,2018,25(4):12-13.
[9]何雄英,朱璇,卢浩东,等.经颅超声-神经肌肉刺激治疗仪在发育迟缓儿童中的应用效果观察[J].世界最新医学信息文摘,2017,17(94):123-124.
[10]钱沁芳,欧萍,杨式薇,等.听觉统合训练对整体发育迟缓儿童语言及情绪-社会性的影响[J].中国康复医学杂志,2017,32(4):428-433.
[11]梁静,王朝晖.S-S语言发育迟缓评价法与Gesell发育评估量表在幼儿语言评定应用中的对比[J].中国儿童保健杂志,2017,25(5):514-516.
[12]郭慧慧,鲍超.补肾健脑针法结合语言训练治疗小儿脑性瘫痪言语障碍的疗效观察针灸康复[J].按摩与康复医学,2016,32(24):23-25.