早期运动干预对改善智障儿童行为问题的研究

发布时间：2018-06-06 18:18

本文选题：早期运动干预 + 智障儿童　；参考：《集美大学》2011年硕士论文

【摘要】：智障儿童由于自身障碍的限制，普遍存在着认知、言语、沟通方面的缺陷，这些导致智障儿童存在着较为严重的行为问题，这些行为问题严重影响了智障儿童自身的学习和生活，甚至对于他们的一生都会造成无法弥补的伤害，给家庭和国家造成沉重的负担。同时，对于培养智障儿童的特殊学校，在教学过程中，面临智障儿童的各种行为问题，对他们的纠正和干预也是学校老师感到无奈和棘手的事情。2011年初召开的第十一届全国人民代表大会第四次会议，“设立专门的特殊儿童研究机构，让特殊学校、老师有针对性的对特殊儿童进行科学教育和补偿”被代表们提上两会，对于特殊儿童的研究愈来愈受到社会的重视。目前对于儿童行为问题的干预方法主要有：行为疗法、社会支持训练法、积极行为支持法、社会工作干预法、游戏疗法及感觉统合训练法。这些干预方法多数的研究对象是智力健全的儿童、少年，对智障儿童行为问题的研究较少。通过对这些方法的分析，我们认为：行为疗法、社会支持训练法、积极行为支持法、社会工作干预法等多集中在针对问题本身的纠正，出现问题怎样去消除，并且需要研究对象比较高的认知配合，而这些方法对于智力低下、认知有较严重障碍的儿童来讲，无疑在某种程度上受到一定的限制；而游戏疗法和感觉统合训练法对于智障儿童行为问题的改善较为积极。通过动作和运动从生物学角度来进行早期干预，是减少智障儿童的行为问题、逐步提高适应行为的良好途径。鉴于此，本研究以特殊学校低段智障儿童为研究对象，采用运动干预的形式，试图探讨早期运动干预对学龄初期智障儿童行为问题的团体与个案影响效果。笔者在为期3个月的干预周期内，对8名存在不同程度行为问题的智障儿童进行了不同形式的运动干预，干预内容主要有基本运动能力训练、游戏和体操，一周五次，每次35分钟。干预结束后，进行总结并给予及时反馈，和老师共同研究、探讨。 3个月的运动干预后，相比较另外8名未参加运动干预但存在问题行为的儿童，实验组的儿童在家长评定的CBCL量表上的得分都有不同程度的降低。其中，实验组行为量表总分的前后测差值较与控制组前后测总分差值达到显著差异(p=0.044)；通过对各分量表的分析，儿童在注意问题、违纪行为、攻击性行为和外化性行为问题上均出现不同程度的改善，其中注意问题（p=0.046）、攻击性行为（p=0.048）、外化性行为问题（p=0.044）达到显著差异。此外，通过运动干预前后老师的评价结合本研究过程的观察、体验，个案在运动干预期间的体验能迁移到日常生活和学习，其行为问题有所改善。研究证明，早期运动干预对改善智障儿童的行为问题存在正向积极的效果。本研究建议：在对智障儿童的教学上要加大非智力因素的教育；特殊学校要重视对学龄初期智障儿童的运动干预；在智障儿童的教学过程中要注意：“机械教学”在一定程度上比“灵活教学”的效果要好，在教学过程中多采用“鼓励”的阳性强化法，并运用多种形式，不断强化复习，，尤其要注重个别化施教；最后选择合适的运动干预模式，形成系统的干预“链”。
[Abstract]:The mentally retarded children, due to their own barriers, are common in cognitive, speech, and communication defects, which lead to more serious behavioral problems for mentally retarded children, which seriously affect their own learning and life, and even cause irreparable harm to their lives, to families and countries. At the same time, the special school for mentally retarded children, in the course of teaching, faces various behavioral problems of mentally retarded children, and their correction and intervention is also the fourth meeting of the Eleventh National People's Congress held at the beginning of the Eleventh National People's Congress, held at the beginning of the year. The special school, the special school, the teacher has the targeted education and compensation for the special children. "The representatives of the special children have put up two meetings, and the research on special children is getting more and more attention from the society.
The main intervention methods for children's behavior problems are: behavioral therapy, social support training, active behavior support, social work intervention, game therapy and sensory integration training. Most of these intervention methods are children with sound intelligence, adolescents, and less research on behavior problems of mentally retarded children. In the analysis of some methods, we think that behavioral therapy, social support training, positive behavior support, social work intervention are mainly focused on correcting the problem itself, how to eliminate problems, and need to study higher cognitive coordination, and these methods are for children with mental retardation and have more serious obstacles. There is no doubt that, to some extent, a certain degree of restriction is given, while the game therapy and sensory integration training are more active in improving the behavior problems of mentally retarded children. Early intervention from the biological angle of movement and exercise is a good way to reduce the behavior problems of mentally retarded children and to improve their adaptive behavior step by step.
In view of this, this study aims to explore the effects of early exercise intervention on the behavior problems of early school age mentally retarded children, taking the form of exercise intervention as the object of study in the special school children with mental retardation in the special schools. In the period of 3 months of intervention, 8 children with different degree of behavior problems were carried out in the period of intervention. Different forms of exercise intervention, the main intervention content is the basic exercise ability training, games and gymnastics, five times a week, each time 35 minutes. After the intervention, the summary and give timely feedback, and the teacher to study together, discuss.
After 3 months of exercise, compared with the other 8 children who had not participated in the exercise intervention, the children in the experimental group had a different degree of reduction on the CBCL scale of the parents' assessment. The difference of the total score of the total score of the experimental group was significantly different from that in the control group (p=0.044). Through the analysis of the subscales, children have different degrees of improvement on problems of attention, discipline, aggressive behavior and externalized sexual behavior, of which attention problem (p=0.046), aggressive behavior (p=0.048), and externalized sexual behavior problem (p=0.044) have reached significant differences. The observation and experience of the research process, the experience of cases during the exercise intervention can be transferred to daily life and study, and their behavioral problems have improved.
Studies have shown that early exercise intervention has positive positive effects on improving the behavior problems of mentally retarded children.
It is suggested that the education of non intellectual factors should be increased in the teaching of mentally retarded children; the special schools should pay attention to the exercise intervention for the mentally retarded children at the beginning of the school age; in the teaching process of the mentally retarded children, the "mechanical teaching" should be better than "flexible teaching" to a certain extent and adopt more in the course of teaching. Encourage the positive strengthening method, and use various forms, constantly strengthen the review, especially pay attention to individualized teaching, and finally choose the appropriate mode of exercise intervention to form a system of "chain".
【学位授予单位】：集美大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G806;G764

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