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目的 分析小组形式纸笔注意力训练对学龄前儿童注意缺陷多动障碍（attention-deficit/hyperactivity disorder, ADHD）的干预效果，为ADHD儿童的注意力训练提供新思路和实践依据。方法 选取86例ADHD儿童（男62例，女24例，年龄4～6岁）作为研究对象，将其随机分为实验组和对照组。实验组采用常规训练与小组形式纸笔注意力训练相结合的训练方式，对照组仅采用常规训练。2组儿童在干预前后分别采用斯诺佩评估量表第四版（SNAP-Ⅳ）和儿童执行功能量表（childhood executive functioning inventory, CHEXI）进行注意力和部分执行功能评估，并进行组间和干预前后组内的比较。结果 SNAP-Ⅳ总分和注意力不集中、多动/冲动子量表得分及CHEXI工作记忆、抑制力分量表得分，干预前2组间对比的差异均无统计学意义（P>0.05）。干预3个月后，实验组和对照组各项得分均显著低于干预前（P<0.001）；与对照组降低分值相比，实验组各项目评分的变化更加显著。结论 小组形式纸笔注意力训练能有效改善ADHD儿童的注意力，减少多动/冲动。
Abstract：Objective To compare the intervention effects of group attention training and routine training on children with attention-deficit/hyperactivity disorder(ADHD), and provide new ideas and practical basis for attention training of ADHD children. Methods A total of 86 children(62 males and 24 females, aged 4-6 years) were enrolled. They were randomly divided into experimental group and control group. The experimental group used the combination of routine training and group attention training, and the control group only used routine training. The attention and partial executive function of children in the two groups were evaluated with SNAP-Ⅳ scale and childhood executive functioning inventory(CHEXI) before and after treatment, and the improvement of children in the two groups were compared. Results Before intervention, there were no significant differences in SNAP-Ⅳ total scores, attention-deficit, hyperactivity and impulsivity, CHEXI working memory, and inhibition scores between the two groups(P>0.05). After 3 months of intervention, each score decreased significantly in the experimental group and the control group(P<0.001). Compared with decreases in the control group, there were more significant decreases in the experimental group. Conclusion Group attention training can effectively improve ADHD children's attention and reduce hyperactivity and impulsivity.
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基本信息:
中图分类号:G442;R749.94
引用信息:
[1]周梅君,魏蓉美,赵婷,等.纸笔训练小组课对学龄前儿童注意缺陷多动障碍的干预效果[J].教育生物学杂志,2022,10(04):313-317.
基金信息:
江苏省扬州市科技计划项目(YZ2020107)
2022-07-30
2022-07-30