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【目的】探究学龄前期低危晚期早产儿认知发育状态和视觉-运动整合能力,比较其与同龄正常儿童的差异,为实施针对性干预方案提供依据。【方法】以上海-Wechsler学前及初学儿童智能测验量表和中国修订Beery视觉-运动整合测验工具评估69例学龄前期儿童(其中早产儿31例,正常足月儿38例)的智能和视觉运动整合能力。【结果】早产儿组的语言、操作和总智能分均值为:97±21、107±15、102±18;正常足月儿组依次为112±15、128±12、122±11。两组儿童智能虽处于平均水平,但早产儿组的认知能力远低于正常足月儿组(t=5.53,P<0.01),尤其在高级语言能力和操作能区上表现的更为薄弱。早产儿和正常足月儿组的视觉-运动整合能力均值分别为:88±16、109±18,两组间差异有高度统计学意义(t=4.93,P<0.01),且其差距较操作能区的差异还要大,达到了24%。将视觉-运动整合分值与总智商做相关分析发现,两者存在着正相关(r=0.6,P<0.05)。【结论】低危晚期学龄前期早产儿,虽具备正常认知能力,但仍较正常足月儿落后,尤其在高级语言功能和视觉感知运动方面,差距甚大。应在学龄前期对这类儿童加强随访评估,实施针对性干预措施。
【Objective】 To explore the cognitive development status and visual-motor integration ability in preterm preterm low-risk preterm infants and to compare their differences with normal children of the same age, so as to provide basis for the implementation of targeted intervention programs. 【Methods】 The intelligence and visual movements of 69 preschool children (including 31 preterm infants and 38 normal term infants) were assessed with Shanghai-Wechsler Preschool and Elementary School Children’s Intelligence Test Scale and China Revised Beery Vision-Movement Integrated Test Tool Integration. 【Results】 The average preoperative infants’ language, operation and total intelligence score were: 97 ± 21,107 ± 15,102 ± 18; the normal full-term infants were 112 ± 15,128 ± 12,122 ± 11. Although children’s intelligence in the two groups was on average, their cognitive abilities in premature infants were much lower than those in normal term infants (t = 5.53, P <0.01), especially in high-level language ability and operating energy zone . The mean visual-motor integration of preterm infants and normal term infants was 88 ± 16,109 ± 18 respectively, with a statistically significant difference between the two groups (t = 4.93, P <0.01) The difference between the energy zones is even larger, reaching 24%. Correlation analysis of visual-motor integration score and total IQ showed that there was a positive correlation between them (r = 0.6, P <0.05). 【Conclusions】 Although preterm preterm infants in late stage of low-risk stage have normal cognitive abilities, they still have a wide gap compared with normal term-stage infants, especially in advanced language function and visual perception movement. Follow-up assessments of these children should be conducted in early childhood to implement targeted interventions.