【摘要】 【目的】探讨认知行为干预在学习障碍儿童自我意识重塑中的作用。【方法】对30例学习障碍儿童进行系统的认知行为干预12个月,干预前后,采用韦氏记忆量表、韦氏儿童智力量表、数字划消测验、Conners儿童行为问卷和Piers-Harris儿童自我意识量表进行测评,以对比分析干预前后患儿的认知行为特征和自我意识水平。【结果】干预后,患儿的记忆商、智商、数字划消得分和自我意识水平均显著提高,Conners儿童行为问卷得分显著降低,干预前后比较差异具有高度统计学意义(P<0.01)。【结论】认知行为干预能显著改善学习障碍儿童的认知行为能力,重塑患儿的自我意识。更多还原

【Abstract】 【Objective】 To study the effect of the cognitive and behavioral intervention on remodeling the self-concept of children with learning disability(LD). 【Methods】 30 children with LD received the cognitive and behavioral intervention for 12 months.Before and after intervention,Wechsler Memory Scale,Wechsler Intelligence Scale for Children(WISC),Number Cancellation Test(NCT),Conners Parent Symptom Questionnaire(PSQ) and Piers-Harris Children′s Self-Concept Scale(PHCSS) were used to assess and compare children’s cognition,behavior and self-concept of LD. 【Result】 After intervention memory quotient(MQ),the full intelligence quotient(FIQ),the scores of NCT and PHCSS showed significantly higher,and the tests of PSQ had significantly lower scores(P < 0.01) of LD children. 【Conclusion】 The cognitive and behavioral intervention could remarkable improved the cognitive and behavioral function and remodeled the self-concept of children with LD.更多还原