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目的 :探讨以社会技能训练为主的综合心理治疗对注意缺陷多动障碍儿童的疗效 ,并探索社会技能训练的方法。方法 :以社会技能训练为主的综合心理治疗对 12例注意缺陷多动障碍儿童进行为期 8周的治疗 ,用Rutter儿童行为问卷 ,Conners儿童行为问卷 ,Achenbach儿童行为量表进行疗效评价。结果 :治疗后 ,Rutter儿童行为问卷总分较治疗前显著下降 (t =5 487,P <0 0 0 1) ;Conners儿童行为问卷结果显示 ,总分 (t =3 3 75 ) ,行为因子分 (t =2 493 )、学习 (t =2 5 45 )、多动 (t =3 117)、多动指数 (t =2 43 2 )较治疗前显著下降 (p <0 0 5～ 0 0 1) ;Achenbach儿童行为量表显示部分患儿部分因子分下降。结论 :本研究所使用的社会技能训练方法切实可行 ,社会技能训练为主的综合心理治疗对降低注意缺陷多动障碍儿童的行为问题有效。
Objective: To explore the effect of comprehensive psychotherapy with social skills training on children with attention-deficit hyperactivity disorder and to explore methods of social skill training. Methods: 12 cases of attention deficit hyperactivity disorder (ADHD) children were treated with comprehensive psychotherapy based on social skills training for 8 weeks. Rutter children behavior questionnaire, Conners children behavior questionnaire and Achenbach children behavior scale were used to evaluate the curative effect. Results: After treatment, the score of Rutter Children’s Behavior Questionnaire was significantly lower than that before treatment (t = 5 487, P <0.01); Conners children’s behavior questionnaire showed that the total score (t = 3375), behavioral factors (t = 2 493), learning (t = 2 5 45), hyperactivity (t = 3 117) and hyperactivity index (t = 2 43 2) decreased significantly compared with that before treatment (p 0 05 0 01 ); Achenbach children’s behavior scale showed partial partial decline in children. Conclusion: The social skills training method used in this study is feasible and comprehensive psychotherapy based on social skills training is effective in reducing behavioral problems in children with attention-deficit hyperactivity disorder.