基于医教结合的干预模式对学龄期注意缺陷多动障碍儿童社会功能、执行功能影响分析
Analysis of the impact of intervention mode based on the combination of medicine and education on social function and executive function of school-age children with attention deficit hyperactivity disorder
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| DOI |
| 刊名 |
Journal of International Psychiatry
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| 年，卷(期) |
2024, 51(2) |
| 作者 |
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| 作者单位 |
如皋市人民医院 儿科 ;
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| 摘要 |
【摘要】目的：探讨学龄期注意缺陷多动障碍（Ttention deficit hyperactivity disorder,ADHD）儿童实施基于医教结合干预模式的临床效果和对其社会功能的影响。方法：采用分层抽样方法，将2021年6月至2022年6月如皋市医教结合试点的2所小学1-3年级学龄期ADHD儿童90例纳入干预组，选取同等规模的2所学校的90例ADHD儿童作为对照组；干预组实施SNAP-IV量表（教师与父母）筛查阳性，至如皋市人民医院儿保科全面评估并确诊，实施医教结合一体化干预，对照组实施ADHD常规治疗；对比两组儿童干预前、后的SNAP-IV评分、Weiss功能缺陷量表评分(WFIRS-P)、Conners父母症状问卷（PSQ）、Conners教师评定量表(TRS)。结果:干预6个月、12个月，干预组SNAP-IV评分均显著低于对照组（P＜0.05）；干预6个月、12个月，干预组WFIRS-P评分均显著低于对照组（P＜0.05）；干预后，两组PSQ、TRS评分均低于干预前，且干预组低于对照组（P＜0.05）。结论：对于学龄期ADHD儿童实施基于医教结合的干预模式，有利于改善儿童核心症状，减少对家庭和社会的消极影响，为儿童ADHD多模式干预提供可靠指导。
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| Abstract |
[Abstract] Objective: To explore the clinical effects of implementing a medical education integrated intervention model on school-age children with attention deficit hyperactivity disorder (ADHD) and its impact on their social function. Method: Using stratified sampling method, 90 children with ADHD in grades 1-3 from two primary schools in Rugao City from June 2021 to June 2022 were included in the intervention group, and 90 children with ADHD from two schools of the same size were selected as the control group; The intervention group was screened positive with the SNAP-IV scale (teachers and parents), and received comprehensive evaluation and diagnosis from the Pediatric Care Department of Rugao Peoples Hospital. The integrated intervention of medical education was implemented, while the control group received routine treatment for ADHD; Compare the SNAP-IV scores, Weiss Functional Deficiency Scale (WFIRS-P), Conners Parent Symptom Questionnaire (PSQ), and Conners Teacher Rating Scale (TRS) of two groups of children before and after intervention. Result: After 6 and 12 months of intervention, the SNAP-IV scores in the intervention group were significantly lower than those in the control group (P<0.05); After 6 and 12 months of intervention, the WFIRS-P scores in the intervention group were significantly lower than those in the control group (P<0.05); After intervention, the PSQ and TRS scores of both groups were lower than before intervention, and the intervention group was lower than the control group (P<0.05). Conclusion: Implementing an intervention model based on a combination of medicine and education for school-age children with ADHD is beneficial for improving their core symptoms, reducing negative impacts on their families and society, and providing reliable guidance for multimodal intervention in children with ADHD.
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| 关键词 |
【关键词】基于医教结合的干预模式；学龄期；注意缺陷多动障碍儿童；社会功能；执行功能
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| KeyWord |
[Key words] Intervention mode based on the combination of medicine and education; School age; Children with attention deficit hyperactivity disorder; Social function; performing function
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| 基金项目 |
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| 页码 |
438-441 |
陈钰湘*.
基于医教结合的干预模式对学龄期注意缺陷多动障碍儿童社会功能、执行功能影响分析 [J].
国际精神病学杂志.
2024; 51; (2).
438 - 441.