上海市内家庭寄养孤残儿童的智力现状评析

评析124例孤残儿被寄养后的智力发展及家庭寄养的意义,用智力测验和社会生活能力量表测定IQ,结果IQ正常27例,边缘30例,弱智63例,无法测定4例。53/63例弱智中,轻度34例,中度17例,重度及极重度各1例,生活能力量表测定结果大致相似。说明约50%寄养孤残儿巳很好地或较好地回归社会家庭生活中,领养开始年龄小、时间长,其智力发展好或较好。     

独生子女与非独生子女的社会生活能力配比研究

目的 研究独生子女与非独生子女社会生活能力(SAB)及影响社会生活能力的主要因素，方法采用随机分层取样加1：1条件配对法确定样本，采用左启华《社会生活能力量表》对合肥市独生子女和非独生子女各204名进行SAB测试。结果 独生子女与非独生子女的总量表得分无显著性差异。但原始分分项分析显示，学龄前组中独生子女独立生活能力和自我管理能力显著低于非独生子女，而运动和交往能力显著高于非独生子女。中小学组中独生子女自我管理能力仍显著低于非独生子女。而独立生活能力两组无显著性差异。结论 独生子女与非独生子女SAB无差别，独生子女智力明显较非独生子女高，但其自我管理能力显著低于非独生子女。     

高胆红素血症新生儿智能及社会生活能力追踪

对41例高胆红素血症新生儿进行追踪，结果显示随访组智能明显低于对照组（P＜0.05），智能迟缓程度与胆红素浓度值不呈线性关系，围生期高危因素对智能有一定影响。强调患此症的婴儿应定期监测。     

脑瘫患儿社会生活能力及其影响因素的分析

目的分析不同类型脑瘫患儿的社会生活能力及其相关因素。方法2005-01—2006-12采用《婴儿-初中生社会生活能力量表》和自制的相关因素调查表对大连儿童医院诊治的150例脑瘫患儿进行调查。结果以社会生活能力评分,偏瘫型最高,徐动型最低;与社会生活能力有关的因素,包括脑瘫类型、产后窒息、养育情况、现头围和母亲文化程度等。结论脑瘫患儿中偏瘫型患儿的社会生活能力最好,手足徐动型最差;影响脑瘫患儿社会生活能力的相关因素主要有脑瘫类型、产后窒息、养育情况、现头围、母亲文化程度。     

浙江省218例儿童血铅水平与社会生活能力及智商等关系的探讨

浙江省２１８例儿童血铅水平与社会生活能力及智商等关系的探讨俞淑罗蓉蓉金美娟赵阳程传斌孙关忠曾江涛俞锡林陈黎勤周君富作者单位：３１００１３杭州，中国人民解放军第一一七医院（俞淑、罗蓉蓉、金美娟、赵阳、程传斌、孙关忠、曾江涛）；浙江医科大学附属儿童医院内...     

早产伴反应性依恋障碍儿童的社会生活能力和行为问题的追踪研究

目的 探求早期反应性依恋障碍对早产儿婴幼儿期社会生活能力和行为的影响.方法 选取307例早产儿,将其中确诊为反应性依恋障碍的66例作为研究对象进行随访;选择无依恋障碍且无其他各类疾病的早产儿66例作为对照组.2组儿童均追踪随访至2岁.采用问卷调查收集研究对象人口统计学特征及家庭环境状况.儿童的社会能力评定采用婴儿-初中生社会生活能力量表,并选用2～3岁儿童行为量表(CBCL)评定其情绪及行为问题.结果 在行为方面,除了攻击行为因子,其他各因子分在2组间差异均有统计学意义(Pa＜0.01,0.05),行为问题的检出率早产伴反应性依恋障碍组明显高于对照组(P＜0.01).早产伴反应性依恋障碍组儿童的社会生活能力得分低于对照组,差异有统计学意义(P＜0.05).结论 早产伴反应性依恋障碍儿童较无依恋障碍早产儿童有更多的行为和心理问题,提示建立和谐的亲子关系和良好的家庭养育环境,对更好地促进早产儿全面、健康的发展有重要意义.     

家庭养育环境对发育性语言障碍儿童语言发育和社会情绪的影响

目的探讨家庭养育环境对发育性语言障碍(DLD)儿童语言发育和社会情绪的影响。方法采用1~3岁儿童家庭养育环境量表、Gesell发育诊断量表和1~3岁幼儿情绪及社会性发展量表对125例DLD儿童进行测评。130例年龄、性别匹配的语言发育正常的儿童作为对照组。结果 DLD组儿童的家庭养育环境中不良环境所占比例显著高于对照组,家庭养育环境中的各领域得分均显著低于对照组(P0.05)。DLD儿童的家庭养育环境得分与儿童的语言发育水平(r=0.536,P0.01)、社会情绪中的能力域得分(r=0.397,P0.01)呈正相关,与社会情绪中的外显行为域、内隐行为域、失调域得分呈负相关(r分别为-0.455、-0.438、-0.390,P0.01)。DLD儿童的家庭养育环境对儿童的语言发育水平有直接的影响,也通过社会情绪的中介效应影响儿童的语言发育水平。结论家庭养育环境影响DLD儿童的语言发育和社会情绪;社会情绪在儿童家庭养育环境和语言发育中起部分中介效用。     

儿童特应性皮炎治疗前后生活质量的评估

目的评估儿童特应性皮炎(AD)患儿及其家庭生活质量,并探讨治疗后其生活质量的改善情况。方法应用婴儿皮炎生活质量指数(IDQOL)、儿童皮炎生活质量指数(CDLQI)和皮炎家庭生活影响指数(DFI)问卷,对109例AD患儿和55例正常对照儿童进行生活质量评估,并应用AD的严重程度评分(SCORAD)对疾病严重程度评估。间断外用糖皮质激素治疗3个月后观察疗效和生活质量改善情况。结果 IDQOL和CDLQI问卷显示影响患儿较大的3个问题均是"瘙痒或搔抓""情绪"和"睡眠";DFI问卷显示影响患儿看护人较大的3个问题是"睡眠""疲劳度"和"情绪"。SCORAD评分与IDQOL、CDLQI评分呈正相关(分别r=0.358、0.386;P0.05);在1~4岁患儿组SCORAD评分与DFI评分呈正相关(r=0.297,P0.05)。治疗后患儿SCORAD评分明显下降(P0.01),IDQOL/CDLQI及DFI评分均明显改善(P0.05)。结论 AD对患儿及其家庭的生活质量有明显影响;外用糖皮质激素可控制疾病并改善患儿其家庭的生活质量。     

运动康复训练对支气管哮喘儿童运动能力和生活质量干预效果的系统评价

目的 系统评价运动康复训练对支气管哮喘儿童运动能力和生活质量的干预效果。 方法 检索PubMed、Cochrane Library、Web of Science、EBSCO、中国知网、维普数据库、万方数据库等数据库从建库至2021年2月关于运动康复训练对支气管哮喘儿童影响的随机对照试验。采用RevMan 5.3软件进行Meta分析。 结果 共纳入14项研究,共计990例受试者。Meta分析结果显示：（1）运动康复组运动能力优于常规治疗组：6 min步行试验的步行距离（MD=108.13,P<0.01）、自我疲劳感觉值（MD=-2.16,P<0.001）、峰值功率（MD=0.94,P=0.001）均显著优于常规治疗组;（2）在儿科哮喘生活质量问卷中,运动康复组生活质量总评分（SMD=1.28,P=0.0002）显著高于常规治疗组,活动受限评分（SMD=1.38,P=0.0002）、症状评分（SMD=1.02,P<0.001）、情感功能评分（SMD=0.86,P<0.001）均显著高于常规治疗组。 结论 运动康复训练对支气管哮喘儿童运动能力和生活质量具有一定的改善作用,但受纳入研究数量和质量的限制,作为指导临床应用还需进一步研究和验证。     

Measuring quality of life in studies of disabled children

This review discusses quality of life (QoL), the different ways the phrase has been used and the findings of studies that have measured it in disabled children. Assessment of QoL is important because it gives a voice to children, in accordance with two United Nations conventions. Studies tend to show that QoL of disabled children is similar to that of the general population and that pain and some impairments influence some domains of QoL. There is widespread acceptance of the need for disabled children to be fully integrated into society but there needs to be further attitudinal change. QoL studies tell us that pity and sorrow should not be directed to disabled children as they experience most of life as nondisabled children do. Maximum effort is needed to support social and educational policies that recognize the similarity of the lives of disabled children to those of other children and that ensure their right as citizens, rather than as disabled children, to [0]participate as fully in society as other children.     

Feeding difficulties in disabled children

Feeding difficulties are common in children with neurological impairments and impact on growth and nutrition, general health, developmental outcomes and quality of life. Factors such as gross motor skills, seating and positioning for feeding, oral motor dysfunction, effectiveness of swallowing, co-morbidities and feeding related behaviours all influence a child's ability for safe and effective feeding. Identification of feeding problems relies on careful assessment involving a number of professionals. Management strategies are best delivered by a multi-professional team skilled in the care of children with neurological impairment and feeding impairments. The wider effects of feeding difficulty on the psychological health of both child and carer must be considered.     

The experience of foster care: relationship between foster parent disciplinary approaches and aggression in a sample of young foster children

The relationship between disciplinary practices of 70 foster parents (kin and nonkin) and aggression in their 8-year-old foster children was examined. Aggressive behavior was assessed through child and foster parent reports, whereas disciplinary behavior was examined by asking foster parents how they would typically respond to five child misbehaviors. Kinship foster parents (64.8%) were significantly more likely than nonkinship foster parents (30.2%) to report that they would use harsh discipline (p < .01). No significant relationship was found between foster parent reports of child aggression and their reports of disciplinary behavior. However, foster parents who reported they would use harsher discipline were more likely to have children in their care who generated multiple aggressive solutions to social problems (odds ratio = 2.7, p < .01). The evidence suggesting that the disciplinary practices of foster parents may influence children's social aggression is discussed in relation to future research, policy, and interventions.