随班就读弱智学生学习适应情况的初步分析

目的：探讨随班就读弱智学生学习适应性现状，方法：运用《学习适应性测验》（AAT）对上海郊县小学一年级至初二年级的240例随班就读弱智学生进行了调查，其中有效被试为208例，结果：随班就读弱智学生学习适应能力总体情况较差；小学三，四年级的适应较差，之后，随年级的增高，而有显改善，听课方法，家庭环境，学习技术以及学习态度等方面的问题在随班就读学生身上反映较为突出。结论：应对随班就读弱智学生加强学习适应性能力方面的训练。     

随班就读学生行为问题调查

目的探讨随班就读学生的社会能力与所存在的行为问题 . 方法通过运用 Achenbach儿童行为量表 ( CBCL) 对上海郊区 282名从一年级到初二年级的随班就读学生进行问卷调查 . 结果随班就读学生社会能力发展低下 , 大多数学生处于临界或临界以下水平 , 并具有较高的行为问题发生率 , 其最常出现的问题是社交不良、退缩、多动 . 随着年龄、年级的增长 , 随班就读学生的社会能力有所提高 , 行为问题的发生率有所下降 . 结论对随班就读学生 , 在社会能力及行为问题方面应给予专门的指导 .     

随班就读学生行为问题调查

目的：探讨随班就读学生的社会能力与所存在的行为问题,方法：通过运用Achenbach儿童行为量表（CBCL）对上海郊区282名从一年级到初二年级的随班就读学生进行问卷调查。结果：随班就读学生社会能力发展低下,大多数学生处于临界或临界以下水平,并且有较高的行为问题发生率,其最常出现的问题是社交不良,退缩,多动,随着年龄,年级的增长,随班就读学生的社会能力有所提高,行为的问题的发生率有所下降。结论：对随班就读学生,在社会能力及行为问题方面给予专门的指导。     

康复后聋儿随班就读状况的调查

目的：了解康复后聋儿随班就读的状况。方法：对随班就读的25例康复后聋儿及其所在学校、同班学生、任课教师及家长进行访谈和问卷调查。结果：学校和老师已初步认识到康复后聋儿随班就读的意义，康复后聋儿基本有随班就读的环境和能力。但大多数学校的教师没有进行相关的专业培训．相关的专业资料缺乏。结论：加强康复后聋儿随班就读的工作体系的建立和完善，从有关的制度到教师培养体系的改革要适应全纳式教育的新理念。调动社会其他方面的因素，促进聋儿全面康复。     

随班就读聋生个案报告

为追踪经听力语言学习后进入普校随班就读聋生考入大学后的思想 ,学习及生活情况 ,分析其在专业学习中各门成绩之间的差异 ,探讨成功的原因 ,力争优秀的康复聋儿能与健全儿一样 ,真正实现回归主流、平等参与 ,本文作了以下调查。1　资料与方法1.1　对象　姚登峰 ,男 ,1979年 11月出生 ,1岁 4个月时因发烧注射链霉素导致耳聋。患儿于 1986年 3月到湖北省聋儿康复研究中心接受康复训练 ;1986年 9月进入天门市城区西关小学就读 ;1991年 9月进入天门市城西中学就读 ;1994年 9月进入湖北省天门中学就读 ;1998年 9月考入湖北省民族学院数计系。该…     

一年级护理本科生学习适应性的现状调查

目的 探讨一年级护理本科生的学习适应性及影响因素,为进一步干预研究提供依据.方法 采用大学生学习适应性量表,对134名一年级护理本科生进行问卷调查.结果 一年级护理本科生的学习适应性处于中等水平,高于其他专业大学生,主要表现在教学模式和学习态度两方面.男护生在学习动机和学习能力方面均优于女护生(P<0.05).来自城市的护生在教学模式方面优于来自农村的护生(P<0.05).结论 一年级护理本科生的学习适应性有待进一步提高,要根据学生自身的特点,有针对性地采取综合干预措施.     

高职高专护生学习适应性调查及其对策

[目的]探讨高职高专护理专业护生学习适应性现状,提出相应对策.[方法]应用高职学生学习适应性量表对高职高专3个年级护生进行问卷调查.[结果]高职护生的总体学习适应性处于中等偏上水平,其中教学模式、身心健康得分较高,学习策略、学习环境得分较低;不同年级护生在学习兴趣和学习策略方面比较,差异有统计学意义;文科生的整体学习适应性水平均高于理科生,尤其在学习策略和教学模式方面.[结论]高职护生的总体学习适应性处于中等偏上水平,年级、文理科影响总体学习适应性的部分维度;在管理和教学过程中,应加强高职高专护生的分类指导,采取积极应对措施提高高职护生学习适应性.     

护理专业大学生学习动机与学习适应性的相关研究

目的 了解护生学习动机在学习适应性中的重要性以及内外部因素对护生学习动机的影响.方法 采用冯廷勇等编制的<大学生学习适应量表>对1024名护理专业学生进行测试并进行统计学分析.结果 护生学习适应性5个因素中,学习动机与学习适应性相关系数绝对值最大(r=0.861),达到显著性水平;学习动机维度内各变量(学习目标、自我效能感、认知需要、竞争需要、专业兴趣、学习方法 与计划实施)均数处于中等偏上水平,各变量与学习动机、学习适应性相关系数具有统计学意义;外部因素(年级、招生层次、高考选考科目、高考录取志愿、家庭经济情况)中年级、招生层次2个因子对学习动机的影响具有显著性意义.结论 护生学习动机是学习适应性诸多因素中相关性最强的重要因素;应从学习目标、自我效能感、认知需要、竞争需要、专业兴趣、学习方法 与计划实施和时间安排等方面着手,针对不同年级、招生层次特点采取相应措施提高其学习动机水平.     

随班就读中学习障碍儿童社交技巧教学的个案研究

在对1例随班就读学习障碍儿童的社交技巧进行整体分析、评估的基础上,设计4个月的社交技巧教学方案。透过教学前的宣导活动、同伴参与、单元主题教学的方式,以及结合使用的多种促进社交技巧类化的策略,在随班就读的环境中,改善学习障碍儿童的社交技巧是有效的、有价值的。     

基于《国际功能、残疾和健康分类(儿童和青少年版)》的残障儿童随班就读相关环境因素分析

<正>随班就读已成为我国残障儿童接受教育的主要方式,但目前我国随班就读还面临着许多问题。其中随班就读环境的构建是其关键。本文基于《国际功能、残疾和健康分类(儿童和青少年版)》(international classification of functioning,disability and health,children and youth version,ICFCY),重新梳理影响残障儿童随班就读的环境因素,并针对     

Depression characteristics among mildly handicapped students

The present study was conducted to determine the prevalence of depressive characteristics among learning disabled, mentally retarded, and behaviorally disordered students. The influence of sex and age on the prevalence within each handicapping condition was also considered. A “depression subscale” of the Behavior Problem Checklistwas administered to 2078 learning disabled students, 705 behaviorally disordered students, and 1184 nonhandicapped students. The scores were examined via analysis of variance, as well as an extreme-scores analysis using the 95th percentile of nonhandicapped students as a criterion for extremely depressive functioning. The results indicated that (a) behaviorally disordered students, particularly older males, appear more depressed than learning disabled, mentally retarded, and nonhandicapped students; (b) mentally retarded students, particularly younger girls, appear more depressed than the nonhandicapped; (c) learning disabled students are not seen as significantly more depressed than nonhandicapped students. The extreme-scores analysis also revealed interesting interactions of student age and sex. The results are discussed with reference to the need for effective methods for differentially diagnosing handicapping conditions and depressive disorders. Emphasis is also placed on the need for effective strategies for treating depression in behaviorally disordered and mentally retarded students.     

学习型护理团队中学习智障的原因分析及对策

创建学习型护理团队是医院可持续发展的保证,学习智障是学习力中的主要影响因素。对学习智障原因进行分析并探讨护理部开展“五项修炼”的方法,制定了克服学习智障的对策,取得良好效果。     

Athletic competition: a means of improving the self-image of the mentally retarded adolescent?

This study investigated whether participation in athletic training and competition positively affects self-perception in the different domains of competence in mentally retarded adolescents. We compared the effects of sport participation in four groups of eight mentally retarded adolescents over a period of 14 months. The adolescents were all students in specialized learning centres. The four athletic groups were constituted as follows: segregated basketball practice and meets, integrated basketball practice and meets, segregated swimming practice and meets, integrated swimming practice and meets. Two other groups served as controls: a sedentary group and a group that participated in classic adapted physical activities. We used skill tests and Harter's Self-Perception Profile for Children (1985) to measure, respectively, athletic skill and domains of perceived competence. The results showed that athletic skill increased over the 14 months, but the perception of competence in the subjects who participated in the segregated meets did not increase significantly in perceived physical ability, or in any other domain. Moreover, the integrated basketball group showed a decrease in perceived physical ability. The results are discussed in terms of the influence of specialized classes.     

病因不明型精神发育迟滞儿童1 088例发病相关因素分析

背景儿童病因不明型的精神发育迟滞 (mental retardation,MR)与遗传因素、性别、环境因素有何关系? 目的探讨病因不明型 MR发生的相关因素. 设计以诊断为依据的横断面研究. 地点,对象和方法研究对象为 1 500例 MR患者,主要来自南京及南京周边的城市和农村,年龄为 2个月～ 15岁. 采用韦氏智力评定,将 1 500例 MR患者按轻、中、重分组,对疑为脆性 X综合征患者进行染色体及脆性位点检查. 主要观察指标受检 MR患者的病因分布,性别构成以及染色体及脆性位点检查. 结果从 1 500例精神发育迟滞患者中共发现 1 088例病因不明 MR患者,对这 1 088例患者进行分析,中度智力低下所占比率较高( 51.68%),男性( 642例)多于女性( 446例). 1 088例患者中,共发现 112例 Fra(X)患者,其中 97%的 Fra(X)有 FMR-1基因突变. 结论病因不明型 MR的发生有遗传因素的作用.     

Social competence and maladaptive behavior of people with dual diagnosis

This study describes the social competence and maladaptive behavior of mentally retarded individuals with psychiatric impairments and examines the validity of five major psychiatric diagnoses as applied to the mentally retarded population: schizophrenia, personality disorders, autism, adjustment disorders, and conduct disorders. The adaptive and maladaptive behavior of individuals with a dual diagnosis (N=3,975) have been compared with the behavior of control samples who were selected by a pair-wise matching procedure on age, sex, IQ, and type of residence (i.e., own home or independent living, community care facilities, and state institutions). Among the dual diagnosis population, schizophrenic adults and autistic children have shown disturbances in many areas of adaptive and maladaptive behavior in comparison to their nonpsychiatric counterparts. Conduct disturbances, personality disorders, and adjustment disorders have shown significantly higher maladaptive behavior than their non- psychiatric counterparts. The results indicate a strong need for refined diagnostic techniques for identifying personality disorders and adjustment disorders in the mentally retarded population.     

Gestural Communication Learning in Mentally Retarded Adults with Down's Syndrome

Ten mentally retarded adults with Down's Syndrome were assigned to American Indian Gestural Code (Amer-Ind) and American Sign Language (ASL) teaching groups to compare sign comprehension, imitation, and retrieval learning in relation to system characteristics (iconicity, motoric complexity of signs) and subject specific factors (language and motoric ability). Twenty lexical items, significantly different in iconicity and motor difficulty for the two gestural systems, were taught to the subjects during 20 thirty-minute sessions. Statistical analyses revealed significant differences in individual subject performance at five session measurement intervals but no significant differences between the two groups. Subject factors rather than differences in sign system characteristics appeared to be the best predictors of language/gestural code learning for the mentally retarded adults.     

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School

Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. Approach: The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. Findings: After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (?0.26 point drop in addition to yearly change, effect size = 0.52, p < .0001) is more than 3 times greater than the drop between the 1st and 2nd year (0.07 points, effect size = 0.14, p < .0001). The largest declines were from items related to work–life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.     

综合心理干预对提高中职护生自主学习能力的效果研究

目的：探讨综合心理干预对中职护生自主学习能力的影响情况。方法：设计自身前后对照试验,针对102名受试对象实施3个月综合心理干预,通过学习动机与策略问卷（MSLQ）、中职护生自主学习准备度量表及护生成绩比较等工具来评估方案的有效性。结果：综合心理干预前后,护生在MSLQ问卷中“内在价值”与“认知策略的使用”2个维度上的评分有统计学差异（P〈O．05）;在自主学习准备度问卷中“自我管理”“热爱学习”“自我控制”3个维度上的评分有统计学差异（P〈O．05）;且各校区护生经过干预后,期末考试成绩较期中考试成绩有一定提升。结论：综合心理干预方案有助于护生自主学习能力的提高,可用于推广.     

AGG interspersion analysis of the FMR1 CGG repeats in mental retardation of unspecific cause

OBJECTIVES: To study the AGG interspersion pattern in mentally retarded patients of unspecified cause. METHODS: FMR1 CGG substructure in 104 normal and 232 mentally retarded (MR) males was determined by CGG repeat and AGG interspersion analyses. Genomic DNA of the study subjects was obtained for PCR and Southern hybridization analyses. RESULTS: All study subjects had less than 53 CGG repeats and none had fragile X syndrome of mental retardation. There was a significant difference (P < 0.006) in the AGG interspersion pattern. MR males had (1) more variable internal substructures, (2) proportionally less 2 and 3 AGG but more 0 and 1 AGG, less (CGG)(9)AGG(CGG)(9)AGG(CGG)(9) but more (CGG)(9)AGG(CGG)(19) alleles and (3) a longer pure 3' CGG repeat. CONCLUSIONS: Our results suggest that the MR alleles have a lesser number of interspersed AGG and a longer pure 3' CGG repeat than the normal population. They are thus more prone to instability and expansion to long repeat lengths as in the fragile X syndrome of mental retardation.     

合作性学习模式在高职护生临床护理技能培训中的应用

目的：探讨合作性学习模式在高职护生临床护理技能培训中的作用.方法：将2011年实习的高职护生随机分为1、2班,1班为试验组,共36名,采用合作性学习模式进行临床技能培训.2班为对照组,共30名,采用传统教学法进行临床技能培训.结果：试验组护生技能操作成绩、学习兴趣、沟通技巧、学生关系、师生关系、团队意识、综合能力、学习效果、专业热爱显著优于对照组（P＜0.05）.结论：在高职护生临床技能培训中应用合作性学习模式可以提高护生的临床技能操作成绩,激发护生的学习兴趣,有利于护生自主学习能力的提高,加强护生和师生之间的沟通交流,培养良好的团队合作精神;同时有利于促进教师的主动学习,达到教学相长的目的.