论文部分内容阅读
目的探讨唐氏综合征儿童的社会适应能力现状和影响因素。方法在2004年9月至2006年7月期间,采用家庭环境问卷,图片词汇测试和婴儿-初中学生社会生活能力量表对36例52～167个月的唐氏综合征儿童以及30名年龄20～65个月智龄匹配对照组、40名年龄43～144个月年龄匹配对照组儿童进行测试。两组儿童的性别、家庭一般环境状况匹配。结果在测试过程中,三组儿童的数据均进入结果分析。①唐氏综合征儿童在交往和参加集体活动能力得分与智龄匹配对照组差异无统计学意义,独立生活能力、运动能力、作业、自我管理得分均高于智龄匹配对照组儿童(20.0±4.8)分,(13.3±4.7)分,t=5.72,P=0.000;(7.5±1.4)分,(6.4±1.6)分,t=3.10,P=0.003;(8.2±2.4)分,(6.2±2.0)分,t=3.68,P=0.000;(5.9±2.6)分,(4.6±2.0)分,t=2.28,P=0.026。唐氏综合征儿童的社会生活能力各维度得分均低于年龄匹配对照组儿童,其中独立生活能力为(20.0±4.8)分 vs(26.5±4.9)分(t=5.84,P=0.000);运动能力为(7.5±1.4)分 vs(11.4±3.3)分(t=6.76,P=0.000);作业为(8.2±2.4)分 vs(14.4±3.9)分(t=8.55,P=0.000);交往为(8.3±3.6)分 vs(18.3±4.8)分(t=10.38,P=0.000);参加集体活动(9.6±2.3)分 vs(17.1±4.2)分(t=9.76,P=0.000);自我管理为(5.9±2.6)分 vs(13.8±4.6)分(t=9.25,P=0.000)。②相关分析显示,图片词汇测试初分与生活能力各维度明显相关。即使在控制年龄因素后,各维度与图片词汇测试初分的相关性仍然有统计学意义。③多元逐步回归分析显示,维度独立生活能力选入家庭结构进入回归方程;维度运动能力有家庭结构和母亲文化水平两个维度进入回归方程;维度作业、交往、参加集体活动和自我管理有家庭结构和新生儿患病史两个维度进入同归方程。结论唐氏综合征儿童的社会生活能力落后于同年龄儿童但优于同智龄儿童认知发展水平,家庭环境因素和新生儿期病史对其有不同影响提示合理的干预方式有助于提高他们的社会适应能力。
Objective To investigate the status and influencing factors of social adaptability of children with Down Syndrome. Methods From September 2004 to July 2006, 36 children aged from 52 to 167 months with Down Syndrome and 30 children aged 20 years old were enrolled in this study using the questionnaire of family environment, vocabulary test of pictures and social life ability of infants - ~ 65 months age-matched control group, 40 age-matched 43 to 144 months age-matched control group of children were tested. The two groups of children’s gender, the family environment to match the general situation. Results During the test, data from three groups of children entered the result analysis. ① There was no significant difference in ability of children with Down Syndrome to participate in group activities and participate in group activities compared with matched controls. The scores of independent living ability, exercise ability, homework and self-management of children with Down Syndrome were significantly higher than those of matched age-matched control group (20.0 ± (7.4 ± 1.4), (6.4 ± 1.6), t = 3.10, P = 0.003; (8.2 ± 2.4), (6.2 ± 2.4) ± 2.0) points, t = 3.68, P = 0.000; (5.9 ± 2.6) points, (4.6 ± 2.0) points, t = 2.28, P = 0.026. The scores of social life in children with Down Syndrome were lower than those in age-matched control group (20.0 ± 4.8 vs 26.5 ± 4.9, t = 5.84, P = 0.000) (8.2 ± 2.4) vs (14.4 ± 3.9) points (t = 8.55, P = 0.000). The average score was (7.5 ± 1.4) vs 11.4 ± 3.3 (t = 6.76, The association was (8.3 ± 3.6) vs (18.3 ± 4.8) points (t = 10.38, P = 0.000). The participants who participated in group activities were 9.6 ± 2.3 vs 17.1 ± 4.2 (t = 9.76, P = 0.000) (5.9 ± 2.6) vs 13.8 ± 4.6 (t = 9.25, P = 0.000), respectively. ② Correlation analysis showed that the first words of pictures and test of living ability were significantly related to each dimension. Even after controlling for age, the relevance of each dimension to the initial score of the image vocabulary test remained statistically significant. (3) Multiple stepwise regression analysis showed that the dimensions of independent living ability selected the family structure and entered the regression equation. The dimensions of exercise ability had the two dimensions of family structure and mother’s education level entered the regression equation. The dimensions of homework, communication, participation in group activities and self-management had family structure And the history of newborns two dimensions into the same equation. Conclusion The social viability of children with Down Syndrome lags behind that of children of the same age but superior to that of children with intellectual age, and family environment factors and the history of the newborn period have different effects on them suggesting that reasonable interventions may help improve their social skills Social adaptability.