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目的探讨学习障碍儿童的医教结合的干预模式,为其诊治提供科学依据。方法对89名学习障碍儿童采用团体心理咨询,感觉统合训练,学习策略训练及必要的药物治疗。结果通过为期4个月的有效干预,学习障碍儿童的PRS量表分增加、期中与期末成绩上升,干预组和对照组之间差异有统计学意义(P<0.001)。结论医教结合综合干预模式能明显改善学习障碍儿童的学习状况。
Objective To explore the intervention model of combining medical education with learning disabilities in children with learning disabilities to provide a scientific basis for their diagnosis and treatment. Methods Eighty-nine children with learning disabilities were enrolled in group counseling, sensory integration training, learning strategy training and necessary medication. Results After 4-month effective intervention, the PRS scale scores of children with learning disability were increased, and the scores of mid-term and end-period were increased. There was significant difference between the intervention group and the control group (P <0.001). Conclusion Medical education combined with comprehensive intervention model can significantly improve the learning status of children with learning disabilities.