引导式教育训练对高危儿神经行为发育的影响
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摘要
目的探究引导式教育训练对高危儿早期神经行为发育的影响。方法将105例1月龄以内的高危患儿随机分为干预组和对照组,对干预组高危儿进行定期随访及引导式教育训练,对照组只接受定期随访。于矫正月龄3月龄、6月龄、12月龄时对两组高危儿进行Gesell发育诊断量表测试评价其神经行为发育。结果干预组的高危儿Gesell发育测试的各项评估明显优于对照组,具有显著的统计学差异(P<0.05);在Gesell总发育商异常率方面,干预组发育迟缓患儿比率在3月龄(1.54%)、6月龄(0.00%)和12月龄(0.00%)均低于对照组3月龄(7.50%)、6月龄(5.00%)和12月龄(5.26%),具有显著的统计学差异(P<0.05)。结论引导式教育训练可以促进高危儿的神经行为发育,并降低高危儿发育迟缓的发生率。
Objective:To evaluate the effect of conductive education(CE)on neurodevelopment of high risk infants.Methods:Total 105 high risk infants within 1 month were enrolled and divided into two groups.The interventional group received regular follow-up and CE.The control group just received regular follow-up.The developmental states of high risk infants in both groups were assessed using Gesell scale at three,six and twelve months of corrected age respectively.Results:The Gesell scores in the interventional group were better than those in the control group,the differences were significant(P<0.05);The morbidity of delayed development in interventional group at three(1.54%),six(0.00%)and twelve(0.00%)months were significantly lower than that in the control group at three(7.50%),six(5.00%)and twelve(5.26%)months respectively,the difference was statistically significant(P<0.05).Conclusion:CE can effectively improve the neurodevelopment and reduce the morbidity of delayed development for the high risk infants.
Objective:To evaluate the effect of conductive education(CE)on neurodevelopment of high risk infants.Methods:Total 105 high risk infants within 1 month were enrolled and divided into two groups.The interventional group received regular follow-up and CE.The control group just received regular follow-up.The developmental states of high risk infants in both groups were assessed using Gesell scale at three,six and twelve months of corrected age respectively.Results:The Gesell scores in the interventional group were better than those in the control group,the differences were significant(P<0.05);The morbidity of delayed development in interventional group at three(1.54%),six(0.00%)and twelve(0.00%)months were significantly lower than that in the control group at three(7.50%),six(5.00%)and twelve(5.26%)months respectively,the difference was statistically significant(P<0.05).Conclusion:CE can effectively improve the neurodevelopment and reduce the morbidity of delayed development for the high risk infants.
引文
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[8]SCHENKER R,SUTTON A.Researching conductive education[J].Dev Med Child Neurol,2014,56(4):402-3.
[9]景玉珍,周青蕊.引导式教育对高危儿脑损伤早期干预的疗效[J].中国康复理论与实践,2012,6):527-9.
[10]刘维民,唐久来,吴德,等.引导式教育应用于高危儿早期干预的原则和方法[J].安徽医学,2009,30(03):244-6.
[11]张兰,唐久来.引导式教育早期干预对新生儿缺氧缺血性脑病的疗效观察[J].中华全科医学,2014,12(10):1621-3.
[2]VOHR B R.Neurodevelopmental outcomes of extremely preterm infants[J].Clin Perinatol,2014,41(1):241-55.
[3]SHONKOFF J P,PHILLIPS D A.From Neurons to Neighborhoods:The Science of Early Childhood Development[M].Washington(DC).2000.
[4]BOURKE-TAYLOR H,O'SHEA R,GAEBLER-SPIRA D.Conductive education:a functional skills program for children with cerebral palsy[J].Phys Occup Ther Pediatr,2007,27(1):45-62.
[5]鲍秀兰,董奇,孙淑英,等.婴幼儿早期干预与智力开发研究[J].医学研究通讯,2002,2):21-2,47.
[6]BLAUW-HOSPERS C H,HADDERS-ALGRA M.A systematic review of the effects of early intervention on motor development[J].Dev Med Child Neurol,2005,47(6):421-32.
[7]BLAUW-HOSPERS C H,DE GRAAF-PETERS V B,DIRKST,et al.Does early intervention in infants at high risk for a developmental motor disorder improve motor and cognitive development?[J].Neurosci Biobehav Rev,2007,31(8):1201-12.
[8]SCHENKER R,SUTTON A.Researching conductive education[J].Dev Med Child Neurol,2014,56(4):402-3.
[9]景玉珍,周青蕊.引导式教育对高危儿脑损伤早期干预的疗效[J].中国康复理论与实践,2012,6):527-9.
[10]刘维民,唐久来,吴德,等.引导式教育应用于高危儿早期干预的原则和方法[J].安徽医学,2009,30(03):244-6.
[11]张兰,唐久来.引导式教育早期干预对新生儿缺氧缺血性脑病的疗效观察[J].中华全科医学,2014,12(10):1621-3.