[目的]检验贝莉婴儿发育量表-Ⅱ（Bayley Scales of Infant Development—Ⅱ，BSID-Ⅱ）的信度和效度及家长的可接受性，探讨其在我国引进和使用的可行性。[方法]对30例婴幼儿先后行BSID-U及Gesell量表的测试，并在BSID-Ⅱ测试中由2名...[目的]检验贝莉婴儿发育量表-Ⅱ（Bayley Scales of Infant Development—Ⅱ，BSID-Ⅱ）的信度和效度及家长的可接受性，探讨其在我国引进和使用的可行性。[方法]对30例婴幼儿先后行BSID-U及Gesell量表的测试，并在BSID-Ⅱ测试中由2名专业人员同时进行评分，之后对家长做有关两种量表的问卷调查。[结果]BSID-Ⅱ量表的效度较好，其中智力发育指数（mental developmenti ndex，MDI）与Gesell的应物能发育商（developmental quotience，DQ）、言语能DQ、应人能DQ及三能区总DQ之间均呈高度相关，r为0．66～0．76。神经运动发育指数（psychomotor development index，PDI）与Gesell的动作能DQ之间亦呈显著相关。量表的二人信度高，且家长对BSID-Ⅱ的总体评价高于Gesell。[结论]BSID-Ⅱ量表在我国引进和使用既是可行的，又是必要的。展开更多
目的:了解新生儿听力筛查异常儿的听力发育变化,并探索新生儿听力普遍筛查的有效模式。方法:应用听觉脑干反应(Aud itory B rainstem Response,ABR)诊断技术对205名新生儿听力筛查异常儿在3个月时进行听力测试,并做高危因素回顾性调查;...目的:了解新生儿听力筛查异常儿的听力发育变化,并探索新生儿听力普遍筛查的有效模式。方法:应用听觉脑干反应(Aud itory B rainstem Response,ABR)诊断技术对205名新生儿听力筛查异常儿在3个月时进行听力测试,并做高危因素回顾性调查;ABR异常者,6个月时做第2次ABR测试。结果:有58名听力障碍儿参加了第2次ABR复诊。该58名听力障碍儿ABR初诊时听力损失耳共计96只,平均听阈值为60.6±12.0 dBnHL;ABR复诊时平均听阈值下降到48.0±11.7dBnHL,差异有极其显著性意义(P<0.001)。其中,25名非高危儿与33名高危儿相比较,他们在ABR初诊、ABR复诊时听力损失耳的平均听阈以及前后听阈下降的平均差值均无显著性意义(P>0.05)。结论:对新生儿听力筛查异常儿在6个月时ABR复诊后再对其中的听力障碍儿推荐配戴助听器等干预措施在目前的中国国情下是经济可行的。展开更多
Objective:To examine the intellectual level and structure of children with learning difficulties (LD).Methods:62 children (47 boys, 15 girls) with LD and 80 normal children (60 boys, 20 girls), aged 6.5-11 years, were...Objective:To examine the intellectual level and structure of children with learning difficulties (LD).Methods:62 children (47 boys, 15 girls) with LD and 80 normal children (60 boys, 20 girls), aged 6.5-11 years, were administered the Wechsler Intelligence Scale for Children-Chinese Revision (WISC-CR).Results:The children with LD had significantly lower IQ scores and subset scores than the control group ( P <0.01). Noticeably, they had lower VIQ than PIQ ( P <0.01). The lowest mean scale scores were on the information, arithmetic, the picture completion and coding, while the highest scores were on the understanding, the putting pieces together and building blocks. Conclusions:IQ is the main factor but not the sole one that affects school record, while VIQ does more. The children with LD have limited acquired knowledge, deficits in the calculating ability, speed and accuracy when doing a job, and relatively good spatial and perceptual organization abilities.展开更多
文摘[目的]检验贝莉婴儿发育量表-Ⅱ（Bayley Scales of Infant Development—Ⅱ，BSID-Ⅱ）的信度和效度及家长的可接受性，探讨其在我国引进和使用的可行性。[方法]对30例婴幼儿先后行BSID-U及Gesell量表的测试，并在BSID-Ⅱ测试中由2名专业人员同时进行评分，之后对家长做有关两种量表的问卷调查。[结果]BSID-Ⅱ量表的效度较好，其中智力发育指数（mental developmenti ndex，MDI）与Gesell的应物能发育商（developmental quotience，DQ）、言语能DQ、应人能DQ及三能区总DQ之间均呈高度相关，r为0．66～0．76。神经运动发育指数（psychomotor development index，PDI）与Gesell的动作能DQ之间亦呈显著相关。量表的二人信度高，且家长对BSID-Ⅱ的总体评价高于Gesell。[结论]BSID-Ⅱ量表在我国引进和使用既是可行的，又是必要的。
文摘Objective:To examine the intellectual level and structure of children with learning difficulties (LD).Methods:62 children (47 boys, 15 girls) with LD and 80 normal children (60 boys, 20 girls), aged 6.5-11 years, were administered the Wechsler Intelligence Scale for Children-Chinese Revision (WISC-CR).Results:The children with LD had significantly lower IQ scores and subset scores than the control group ( P <0.01). Noticeably, they had lower VIQ than PIQ ( P <0.01). The lowest mean scale scores were on the information, arithmetic, the picture completion and coding, while the highest scores were on the understanding, the putting pieces together and building blocks. Conclusions:IQ is the main factor but not the sole one that affects school record, while VIQ does more. The children with LD have limited acquired knowledge, deficits in the calculating ability, speed and accuracy when doing a job, and relatively good spatial and perceptual organization abilities.
