摘要
目的:了解学习困难儿童干预研究的最新发展,以探索基于中国文化背景的学习困难儿童干预模式,从而为学习困难儿童的个体心理辅导策略、培训机构及社会支持系统的建立提供科学的实证依据和咨询建议。资料来源:检索Proquest 1988-04/2007-01与学习困难儿童干预相关的文章,检索词"children with learning difficulties,intervention",并限定文章语言种类为英文。检索中国期刊网1994-01/2006-02关于学习困难儿童干预相关的文章,限定文章语言种类为中文,检索词"学习困难儿童,干预"。资料选择:对资料进行初审,选取包括学习困难儿童干预的文献。纳入标准:①感官和智力正常。②学习成绩低于智力潜能的期望水平。③远未达到教学目标的要求。排除标准:重复性研究和关于儿童学习障碍的文章。资料提炼:共收集到147篇关于学习困难儿童干预的文章,29篇文献符合纳入标准。排除的118篇文章均为关于学习障碍和重复性的研究。资料综合:29篇文献包含了40多种干预方法,这些干预方法可以归为4类:个体干预、学校干预、家庭干预和综合干预,这四类干预措施均取得了一定的干预效果,如改进了学习策略、改善了动机水平、增强了感觉统合能力、提高了教学效果、增强了社会适应能力、减少了家庭矛盾、等等。无副性事件报道。结论:个体干预、学校干预、家庭干预和综合干预方法在一定程度上均能减弱儿童的学习困难,达到良好的干预效果。未来研究还需要进一步关注干预方法的生态效度和跨文化效度问题。
OBJECTIVE：To know about the new development on intervention for children with learning difficulties, to explore the intervention model based on Chinese culture, and to provide scientific empirical evidence and consulting suggestion for individual psychological guidance, the training institution and the social support system. DATA SOURCES： The Proquest database was undertaken to identify the relevant articles on intervention for children with leaming difficulties published from April 1988 to January 2007 with the key words of ＂children with learning difficulties, intervention＂ in English. China National Knowledge Infrastructure （CNKI） was searched for relevant articles published between January 1994 and February 2006 with the key words of ＂children with learning difficulties, intervention＂ in Chinese. STUDY SELECTION： First trail was carried through, and literatures about intervention for children with learning difficulties were chosen. Inclusive criteria： （1）sense organ and intelligence were natural, （2） performance was lower than expectation level that intelligence potency could achieve, and （3）he or she was far away from the teaching goal. Exclusive criteria： repetitive research and learning disability. DATA EXTRACTION： Totally 147 literatures about intervention for children with learning difficulties were selected, and 29 met the inclusive criteria. The 118 excluded articles were on learning disabilities and repetitive research. DATA SYNTHESIS： The 29 literatures included more than 40 intervention methods, which could be classified into 4 sorts： individual intervention, school intervention, family intervention and integrated intervention. They all made good interventional effect, for example, improving learning strategy, motivational level, sensory integration, teaching effect and social adaptation and reducing family conflict etc. No negative report was seen. CONCLUSION： To some extent, individual intervention, school intervention, family intervention and ntegrated in
出处
《中国组织工程研究与临床康复》
CAS
CSCD
北大核心
2007年第52期10667-10670,共4页
Journal of Clinical Rehabilitative Tissue Engineering Research
