教育情境下智力与发展性残疾儿童的功能和适应性行为评估：基于ICF评估内容和心理测量特性研究

目的 探讨适用于教育情境的学龄期智力与发展性残疾(IDD)儿童的功能和适应性行为评估工具的评估内容及其心理测量特性。方法 常用的IDD儿童功能和适应性行为评估工具有文兰适应性行为量表(VABS)、支持强度量表-儿童版(SISC)、优势和困难问卷(SDQ)和重复行为量表修订版(RBS-R)。本研究运用ICF分类架构和方法,对4种工具的维度和项目进行编码与分类,并探讨其心理测量特性。结果 VABS评估内容涉及活动和参与,包括言语表达(d330)和交谈(d350),如厕(d530),吃(d550),喝(d560),基本人际交往(d710),复杂人际交往(d720),改变和维持身体位置(d410-d429),搬运、移动和操纵物体(d430-d449),步行和移动(d450-d469)等。SIS-C评估活动和参与以及环境因素,包括盥洗自身(d510)、护理身体各部(d520)、社区生活(d910)、利用交通工具(d470)、学校教育(d820)、基本学习(d130-d159)、照顾个人的健康(d570)、基本人际交往(d710)、教育产品和技术(e130)等。SDQ评估内容涉及身体功能、活动和参...     

不同原因智力残疾178例分级评定分析

为探讨不同致残原因残疾智力、残疾分级情况对评定为智力残疾的178例患进行了分析。     

对智力残疾适应性的认知行为治疗

智力残疾人在理解情感、认知与行为之间的关系上有很大的困难,因此必须对患者做出适当及有意义的认知行为治疗,并将认知模型与患者的自身经历联系起来,对其日常生活进行基本训练.     

北京市智力残疾的调查分析

智力残疾是指智力水平明显低于一般人,并显示社会适应行为的障碍,如日常生活自理,正常工作及人际交往等方面的能力低下。智力残疾包括:①在智力发育期间(18岁以前),由于各种有害因素导致的智力迟缓;②智力发育成熟后(18岁以后),由于各种有害因素导致的智力损害;③老年期的智力明显衰退。遵照国务院批准的全国残疾人抽样调查     

智力残疾青少年生活技能训练

生活技能的掌握对于促进智力残疾人适应性行为的发展很有帮助,而青春期则是对生活技能进行系统训练的关键时期。生活技能训练应主要从独立生活、寻找并维持工作以及沟通与参与3方面展开,以提高智力残疾青少年的日常生活技能、个人与社会技能、工作技能、人际沟通技能和社会参与技能。为确保有效性,训练的实施应遵循标准的训练程序,选择恰当的训练策略和训练情景。     

老龄智力残疾人面临的问题及其干预

目前老龄智力残疾人口越来越多。老龄智力残疾人主要面临生活转变、未来生活规划及情感理解等问题。本文从评估和管理疾病、看护者压力以及心理学家扮演何种角色等方面讨论对老龄智力残疾人实施的干预措施。     

国内外智力残疾状况与康复研究

本文总结智力残疾定义的新发展及当前中国对智力残疾的定义;对智力残疾的发生和等级进行分析,探讨导致智力残疾发生的因素,也对智力残疾的康复与干预等做了总结和分析。     

智力残疾患者创伤后应激障碍的诊断

创伤后应激障碍(PTSD)是灾后最严重的心身障碍,智力残疾患者对于创伤所造成的负面影响较普通人群更为敏感。目前存在的广泛争论使得对智力残疾患者PTSD的诊断较难理解,需要使用统一的诊断标准诊断智力残疾患者的PTSD,这对经验不足的临床医师来说仍是一个难题。     

轻度智力残疾儿童的自尊与心理地位特征

目的 研究轻度智力残疾儿童的自尊、心理地位特征,以及适应性行为对自尊和心理地位的影响。方法 2019年11月至2020年1月,对上海162例轻度智力残疾儿童进行调查。采用适应性行为评定量表第二版(ABAS-Ⅱ)、Rosenberg自尊量表(SES)和心理地位量表(LPS)进行评价。使用结构方程模型研究适应性行为对自尊与心理地位的具体影响。结果 轻度智力残疾儿童的SES评分为(23.52±5.49),显著低于常模(28.75±4.86) (t = -12.140, P < 0.001);LPS评分为(50.76±11.85)。结构方程模型显示,适应性行为中的概念技能对轻度智力残疾儿童的心理地位有负向影响(B = -0.450, P < 0.05);社会技能(B = 0.480, B = 0.331, P < 0.05)和实用技能(B = 0.490, B = 0.294, P < 0.05)对轻度智力残疾儿童的心理地位和自尊有正向影响。结论 轻度智力残疾儿童的自尊水平略低,心理地位水平达到理论中值。适应性行为中,社会技能和实用技能均对自尊和心理地位有显著的正向影响,概念技能对心理地位有负向影响。     

智力落后研究的积极心理学取向

现有的大量关于智力落后研究都集中在适应行为、生活质量、双重诊断、个性动机和家庭等领域,很少涉及幸福感、美德等。随着智力落后者生活条件的逐渐改善,有必要将关注点转移到其内在状态或积极方面的研究中去。随着积极心理学的蓬勃发展,作为积极心理学重要研究方向的积极体验和积极个人特质等研究结果,可以指导智力落后研究的新方向。智力落后在积极心理学领域可以扮演重要的角色,但仍需要进一步的研究和数据支持。     

Assessment and Prediction of Mental Retardation in Saudi Children

Cross-cultural patterns and characteristics are a necessary but largely lacking area of research with respect to mental retardation. This study examined 115 Saudi youth to assess whether commonly used instruments for cognitive functioning and adaptive behavior would predict level of mental retardation. Results indicated this to be so for overall cognitive and communicative functioning. The findings support a degree of congruence among youth with mental retardation in the United States and in Saudi Arabia.     

Assessment of Schizophrenia in Persons with Severe and Profound Mental Retardation Using the Diagnostic Assessment for the Severely Handicapped-II (DASH-II)

The identification and diagnosis of schizophrenia in persons with severe and profound mental retardation has been a controversial issue. Although it has been established that schizophrenia occurs in this clinical population, persons with odd behaviors characteristic of mental retardation or severe behavior disturbances are often diagnosed with schizophrenia and treated with traditional or atypical antipsychotic medications. The present study assessed schizophrenia in a sample of persons with severe and profound mental retardation using the Diagnositic Assessment for the Severly Handicapped-II (DASH-II), a rating scale which contains purely behavioral criteria that are essential features of various DSM-IV disorders. Three groups of participants were compared; (a) those with an independent psychiatric diagnosis of schizophrenia and a significant elevation on the schizophrenia subscale of the DASH-II; (b) those with a significant elevation on this subscale, but no formal diagnosis of schizophrenia; and (c) controls without any elevation of the DASH-II subscales. Results indicated that the three groups were empirically distinguished across the frequency, duration, and severity dimensions of the DASH-II schizophrenia subscale. Item analyses demonstrated that individuals with a diagnosis of schizophrenia and an elevation of the subscale had higher scores on items containing verbal symptoms of the disorder. Implications of these findings are discussed with respect to the diagnosis of schizophrenia in persons with severe and profound mental retardation, with particular emphasis on the efficacy of the DASH-II for assessing the disorder.     

Toward an Assessment of Suitability of People with Mental Retardation for Cognitive Therapy

Forty people with mild mental retardation completed five tasks which assessed progressively their ability to identify emotions, link emotions to situations, and select either an emotion given a situation and evaluative belief, or an evaluative belief given a situation and emotion. Fewer people passed tasks including a belief than tasks assessing only an event–emotion link. Tasks involving a belief were more difficult if the belief and emotion were incongruent with the situation. We conclude that people with mild mental retardation may commonly have certain requisite skills to use cognitive therapy, yet many may require preparatory training to grasp the concept of cognitive mediation.     

体育活动对智力落后儿童智力影响的研究进展

在特殊教育领域中，体育可发挥健身和健心功能，提高智力落后学生的自理能力和社会适应能力。本文作者对国内外有关体育活动对智力落后儿童智力影响方面的研究进行综述，并在此基础上提出未来的研究方向和前景展望。     

A Descriptive Study of Pica Behavior in Persons with Mental Retardation

Individual variables of 45 persons residing in an institutional setting who displayed pica behavior were studied. Included in the analysis were the demographics of the sample, the types of materials being ingested, the sample's psychiatric diagnoses, and social skills deficits in persons with pica. Pica was prevalent in all age ranges of lower functioning clients with mental retardation. Furthermore, subjects in the study engaged in pica for predominantly nonsocial reasons (automatic reinforcement). Persons who displayed the mental disorders of pica, autism, and stereotypic movement disorder were more likely to exhibit pica. Implications of these results are discussed.     

New Definition of Mental Retardation for the American Association of Mental Retardation

Purpose: To describe the new definition of mental retardation developed by the American Association of Mental Retardation (AAMR) published in 1992. The previous definition was based on a deficiency model that identified "subaverage intelligence" using an intelligence quotient (IQ) score equal to or less than 70. The new definition places greater emphasis on adaptive skills and environmental support needs.
Scope: Defining mental retardation according to AAMR criteria reflects a significant paradigm shift from an absolute trait to a functional conception. The new definition is dynamic, attends to context, is inherently holistic—and, therefore—closely aligned with nursing theory. Diagnosis is a three-step process by which functional strengths and weaknesses are identified along 4 dimensions and 10 adaptive-skill areas. Identification of needed supports is incorporated within the three-step process.
Conclusions: Nurses can enhance holistic care by working to have AAMR's new definition adopted by government legislators and administrators of state and county agencies that provide mental-retardation services. Nurses should become active participants as interdisciplinary diagnostic team members as well as case managers. Nurse researchers and educators can contribute toward further developing AAMR's definition by standardizing assessment instruments, working to make diagnostic procedures more user-friendly, and researching the construct validity of adaptive-skill areas. Finally, nurses should help legislators and policy makers understand the sociocultural ramifications of AAMR's new definition.     

Examining the Social Effects of Habit Behaviors Exhibited by Individuals with Mental Retardation

This study examined social perceptions of and the social impairment experienced by individuals with mental retardation who exhibit various habit behaviors. In addition, we evaluated the reliability and validity of the Social Acceptance Scale (SAS). In experiment 1, 108 college students were randomly assigned to one of four habit conditions (motor tic, vocal tic, trichotillomania, and fingernail biting). In each condition, participants viewed videotapes of two male and two female actors with mental retardation who each exhibited one of two scenarios (habit vs. no habit in a job interview situation). Participants rated the social acceptability of the actors using the SAS and made a decision to hire or not hire the actor. Results varied across habit conditions. Males and females who engaged in fingernail biting or trichotillomania were seen as less socially acceptable, and individuals with these behaviors were less likely to be hired for the job than those who did not exhibit these behaviors. In addition, males who exhibited motor and vocal tics were viewed as less socially acceptable than males who did not exhibit motor or vocal tics. Results from experiments 2 and 3 indicated that the SAS has good predictive and concurrent validity as well as good test–retest reliability, and that the SAS is a useful measure for determining a person's social acceptance. Implications of these studies are discussed.     

弱智儿童如厕训练浅谈

本文从训练的时机、原则、方法及不当便溺的处理四个方面,对弱智儿童的如厕训练相关问题作一介绍,希望能对弱智儿童康复工作者有所帮助。