Abstract: Objective To study the effect of conductive education combined with auditory integration training on mental retardation (MR) in preschool children. Methods A total of 61 preschool children with MR were randomly divided into two groups.In control group,the children were assigned to receive family training at home,such as sensory integration,living skills and social adaptation ability training.In treatment group,the children received family training and a comprehensive rehabilitation treatment of conductive education combine with auditory integration.Curative effects were compared with after six months treatment between treatment group and control group. Results The total efficiency was 96.77% in treatment group and 70.00% in control group.After the intervention,the intelligence quotient (IQ) in treatment group was significantly higher than that in control group(P<0.05).And the IQ difference before and after intervention in treatment group was significantly higher than that in control group(P<0.05). Conclusion Conductive education combine with auditory can improve the intellectual development and elevation more significantly in preschool children with mental retardation than only received family training at home.

Key words: mental retardation, conductive education, auditory integration, preschool children

摘要： 目的 探讨引导式教育结合听觉统合训练治疗学龄前儿童智力低下的疗效,为临床治疗提供参考依据。方法 61例学龄前智力低下儿童随机分成研究组和对照组,对照组单纯指导家长在家中进行感觉统合、生活自理能力和社会适应能力训练等家庭康复训练,研究组在指导家庭康复训练的同时接受引导式教育结合听觉统合训练的综合康复治疗。治疗6个月后比较两组间的治疗后疗效情况。结果 研究组总有效率为96.77%,对照组总有效率为70.00%。干预后研究组智商(intelligence quotient,IQ)值显著高于对照组(P＜0.05);研究组干预前后IQ差值显著大于对照组(P＜0.01)。结论 引导式教育结合听觉统合训练治疗对学龄前智力低下儿童的智能发育以及智力水平的提高显著高于单纯进行家庭康复训练。

关键词: 智力低下, 引导式教育, 听觉统合训练, 学龄前儿童