教师-家长共同行为干预联合药物治疗在注意缺陷多动障碍中的应用

目的：探讨教师-家长共同行为干预联合药物治疗儿童注意缺陷多动障碍的疗效分析。方法：将注意缺陷多动障碍儿童88例分为3组，家长行为干预联合药物治疗组、教师-家长行为干预联合药物治疗组、单纯药物治疗组；治疗前及治疗6月后，对儿童行Conners父母问卷、韦氏智测、教师及同伴问卷结果分析。结果：单纯药物治疗组的有效率为50％，家长行为干预联合药物治疗组有效率为76．7％，教师-家长共同行为干预联合药物治疗的有效率94．1％，家长行为干预及教师-家长行为干预组治疗效果好于单纯药物治疗组（P〈0．05）。经过6个月治疗，同药物治疗组相比，教师-家长行为干预组学习问题、冲动多动、焦虑和多动指数都有明显改善（P〈0．05）。结论：教师一家长行为干预联合药物治疗注意缺陷多动障碍最有效，值得推广。

analysis of the behavior intervention of the teacher - parents aiding pharmacotherapy for attention deficit hyperactivity disorder

Objective：To inquire the curative effect analysis of the behavior intervention of the teacher - parents aiding pharmacotherapy for attention deficit hyperactivity disorder （ADHD）. Methods：88 cases of ADHD were divided into simple medication group, behavior intervention of parents group, behavior intervention of teachers - parents group . The children＇s behavior problems before treatment and after that were checked by Conners children behavior checklist, Wechsler Intelligence Scale. Results： After 6 months, the effective rate of simple medication group, behavior intervention of parents group, behavior intervention of teachers - parents group is 50% ,76.7%, 94.1% .The other two groups were better than that of the simple medication group （ P 〈 0. 05） . After treatment of 6 months, the teachers - parents group had improved obviously in study disorder, impulse, hyperactivity, feeling anxious, index of hyperactivity （P 〈 0. 05） . Conclusion： The effect of the behavior intervention of the teacher - parents aiding pharmacotherapy is better than the simple medication for ADHD.