| 熊友红,张娜,葛克娟,张一楠,苏敏.音乐治疗对脑瘫儿童交流障碍的影响[J].中国康复,2022,37(6):327-330 |
| 音乐治疗对脑瘫儿童交流障碍的影响 |
| Effects of music therapy on communication disorder of children with cerebral palsy |
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| DOI： |
| 中文关键词: 音乐治疗 脑性瘫痪 语言/言语 交流 |
| 英文关键词: music therapy cerebral palsy language/speech communication |
| 基金项目:无锡市卫健委科研面上项目（MS201840）；无锡市卫健委中青年拔尖人才资助计划（HB2020085） |
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| 中文摘要: |
| 目的：观察音乐治疗对痉挛型脑瘫儿童语言/言语交流障碍的影响。方法：选取3～5岁伴发语言/言语交流障碍的痉挛型脑性瘫痪儿童37例，随机分为2组，对照组18例给予语言/言语训练40min，观察组19例给予语言/言语训练和音乐治疗各20min，每天1次，每周治疗5d。治疗前后采用S-S语言发育迟缓检查法评估患儿的理解和表达能力；格赛尔发育诊断量表（GDDS)评估患儿的适应性、语言和个人-社交行为发育商；采用《构音语音能力评估词表》评估患儿的语音清晰度；复旦中文版沟通功能分级系统(CFCS）评估患儿的沟通能力。结果：治疗12周后，2组患儿语言理解和表达能力，适应性、语言和个人-社交行为发育商，语音清晰度及CFCS水平均较治疗前明显提高（均P<0.05），且观察组各项评分均优于对照组（均P<0.05）。结论：音乐治疗结合语言/言语训练较单纯语言/言语训练更有效改善痉挛型脑瘫儿童交流障碍。 |
| 英文摘要: |
| Objective: To observe the influence of music therapy on language/speech communication disorders in children with spastic cerebral palsy. Methods: A total of 40 children with spastic cerebral palsy aged 3-5 years with language/speech communication disorder were randomly divided into control group and observation group, with 20 cases in each group. The control group was given language/speech training for 40 min, and the observation group was given language/speech training and music therapy for 20 min each, once a day, 5 days a week for 12 weeks. The curative effect was evaluated before and 12 weeks after treatment. The S-S language retardation test was used to evaluate the children’s understanding and expression ability. The adaptability, language and personal social behavior development quotient of children were evaluated by Gesell development diagnosis schedules (GDDS). The speech intelligibility of children was evaluated by using the word list of assessment of articulation and speech ability. Fudan Chinese version of communication function classification system (CFCS) was used to evaluate children’s communication ability. The above indicators were analyzed before and 12 weeks after treatment. Results: Before treatment, there was no significant difference between the two groups in language comprehension and expression ability of S-S method, GDDS adaptability, language and personal social behavior development quotient, speech intelligibility and communication function classification (all P>0.05). After 12 weeks of treatment, the levels of language comprehension and expression, adaptability, language and personal social behavior development quotient, speech intelligibility and communication function in the two groups were significantly higher than those before treatment (all P<0.05), and all indexes in the observation group were better than those in the control group (all P<0.05). Conclusion: Music therapy combined with language/speech training is more effective in improving communication disorder in children with spastic cerebral palsy than simple language/speech training. |
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