精神发育迟滞学生心理行为特征调查
精神发育迟滞；学生；个性；儿童行为,,精神发育迟滞；学生；个性；儿童行为,【摘要】,【关键词】,1对象与方法,2结果,3讨论,参考文献
【摘要】 目的 探讨精神发育迟滞学生的心理行为特征，为制定教育措施提供客观依据。 方法 采用艾森克个性问卷、儿童行为评定量表、儿童适应行为评定量表对特殊学校60名轻、中度精神发育迟滞学生和60名与其相匹配的正常学生进行个性、行为及适应能力的心理测试分析。 结果 研究组儿童行为量表评定男、女儿童均有社交退缩、多动、攻击、违纪行为；艾森克个性问卷中P、E、N得分均显著高于对照组(P<0.001)；儿童适应行为量表评定适应能力商数、独立功能因子、认知功能因子、社会/自制因子得分均显著低于对照组(P<0.05或0.001)。 结论 特殊学校精神发育迟滞学生存在明显的心理行为问题，在教育过程中应重视对其心理行为的干预。【关键词】 精神发育迟滞；学生；个性；儿童行为
Psychological and behavioral characteristics of pupils with mental retardation
Huang Yanping, Zuo Xiaoping.
(The First Affiliated Hospital of Guangzhou Medical College,510000,Guangdong,China)
【Abstract】 Objective To explore psychological and behavioral characteristics of pupils with mental retardation in order to provide object basis for formulating educational measures. Methods The personality , behavior and adaptability were tested in 60 pupils with mild to moderate mental retardation and 60 matched normal ones using the Eysenck Personality Questionnaire(EPQ) ,Child Behavior ChecklistList(CBCL) and Social Adaptive Behavior Rating Scale for children(SABRSC). Results Both male and female students of research group had social withdrawal, hyperactivity, aggression and disobeying discipline according to the CBCL; the P, E,N scores of the EPQ of the research were all significantly higher than those of control group ( P< 0.001); scores of adaptive deviation quotient, the selfcare factor, cognition factor and social/selfdirection factor were all significantly lower in the research than in the control group according to the SABRSC(P<0.05 or 0.01). Conclusion Pupils with mental retardation of special schools had obvious psychological and behavioral problems and for them psychobehavior intervention should be valued. ......
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