摘要
目的:探讨心理干预对小学生学习困难的效果。方法:72名学习困难的小学生随机分为干预组和对照组,对干预组采用心理干预措施,每周一次,每次1小时,持续6个月,并使用有关量表在干预前后测定二组学生语文和数学技能。结果:干预后研究组与对照组比较数学、语文成绩差异均有显著性(P<0.05)。结论:心理干预对小学生学习困难是一种有效的方法。
Objective： To give intervention to improve learning disabilities in primary school students. Methods： 72 primary school students with learning disabilities were divided into intervention group and control group randomly. Psychology intervention lasted for 6 monthes,and follow-up study was done for both groups. Results： The data showed that the language skills and math skills of the intervention group were statistically higher than those of the control group （P〈 0.05）. Conclusion： Psychology intervention in primary school students with learning disabilities is an effective method.
出处
《中国临床心理学杂志》
CSSCI
CSCD
2008年第6期668-669,共2页
Chinese Journal of Clinical Psychology
基金
江苏省卫生厅重大课题资助项目(K200413)
关键词
小学生
学习困难
干预
随访研究
Primary school students
Learning disbility
Psychology intervention
Follow-up study
