【摘要】 目的探讨精神发育迟滞学生的心理行为特征,为制定教育措施提供客观依据。方法采用艾森克个性问卷、儿童行为评定量表、儿童适应行为评定量表对特殊学校60名轻、中度精神发育迟滞学生和60名与其相匹配的正常学生进行个性、行为及适应能力的心理测试分析。结果研究组儿童行为量表评定男、女儿童均有社交退缩、多动、攻击、违纪行为;艾森克个性问卷中P、E、N得分均显著高于对照组(P<0.001);儿童适应行为量表评定适应能力商数、独立功能因子、认知功能因子、社会/自制因子得分均显著低于对照组(P<0.05或0.001)。结论特殊学校精神发育迟滞学生存在明显的心理行为问题,在教育过程中应重视对其心理行为的干预。更多还原

【Abstract】 Objective To explore psychological and behavioral characteristics of pupils with mental retardation in order to provide object basis for formulating educational measures. Methods The personality , behavior and adaptability were tested in 60 pupils with mild to moderate mental retardation and 60 matched normal ones using the Eysenck Personality Questionnaire(EPQ) ,Child Behavior Checklist-List(CBCL) and Social Adaptive Behavior Rating Scale for children(SABRSC). Results Both male and female students of research group had social withdrawal, hyperactivity, aggression and disobeying discipline according to the CBCL; the P, E,N scores of the EPQ of the research were all significantly higher than those of control group ( P< 0.001); scores of adaptive deviation quotient, the self-care factor, cognition factor and social/self-direction factor were all significantly lower in the research than in the control group according to the SABRSC(P<0.05 or 0.01). Conclusion Pupils with mental retardation of special schools had obvious psychological and behavioral problems and for them psycho-behavior intervention should be valued.更多还原