Abstract: Objective To investigate the level and related factors of social competence of disabled children in Guangzhou,in order to provide basis for improving the quality of life of disabled children and their family. Methods The self-designed questionnaire and Achenbach Child Behavior Checklist(CBCL) were used to investigate 354 parents of disabled children from November 2017 to January 2018.SPSS 20.0 software was used for statistical analysis. Results The social competence of disabled children in Guangzhou was low,and the average score of total social competence was(8.10±4.30).Multiple stepwise regression analysis showed that caregiver's education level(β=-0.213,P<0.001),children's gender(β=0.118,P=0.018) and study experience in ordinary schools(β=-0.214,P<0.001) were related factors for social competence.Study experience in ordinary schools(β=-0.183,P<0.001) and family structure(β=-0.135,P=0.010) had impacts on activities functioning.Caregiver's education level(β=-0.224,P<0.001),children's gender(β=0.130,P=0.011),study experience in ordinary schools(β=-0.169,P=0.001) were related factors for social relations functioning.Children's age(β=0.268,P<0.001),residence(β=0.264,P<0.001),study experience in ordinary schools(β=-0.143,P=0.003) had impacts on school functioning. Conclusion In view of the main related factors of the social competence of disabled children in each dimension,effective social competence training program can be formulated from the aspects of activities,social interaction and school,so as to help disabled children to integrate into the society and to improve the quality of life of disabled children and their family.

Key words: disabled children, social competence, quality of life of family

摘要： 目的 调查广州市特殊儿童社会能力情况及其影响因素,为提高特殊儿童及其家庭生活质量提供依据。方法 2017年11月—2018年1月采用自行设计的一般情况调查表和Achenbach儿童行为量表(CBCL)对354名特殊儿童父母进行调查。采用SPSS 20.0软件进行统计分析。结果 广州市特殊儿童社会能力偏低,总社会能力得分平均为(8.10±4.30) 分。经多元逐步回归分析,照顾者文化程度(β=-0.213,P<0.001)、儿童性别(β=0.118,P=0.018)及是否在普校就读过(β=-0.214,P<0.001)对社会能力总分有影响;是否在普校就读过(β=-0.183,P<0.001)、家庭结构(β=-0.135,P=0.010)对活动能力有影响;照顾者文化程度(β=-0.224,P<0.001)、儿童性别(β=0.130,P=0.011)及是否在普校就读过(β=-0.169,P=0.001)对社交能力有影响;儿童年龄(β=0.268,P<0.001)、家庭居住地(β=0.264,P<0.001)及是否在普校就读过(β=-0.143,P=0.003)对学校能力有影响。结论 针对特殊儿童社会能力各维度的主要影响因素,从活动、社交、学校等方面着手,制定有效的社会能力培养方案,可帮助特殊儿童融入社会,提高特殊儿童及其家庭的生活质量。

关键词: 特殊儿童, 社会能力, 家庭生活质量