文档介绍：教师和家庭同步配合医院治疗儿童功能性构音障碍的效果观察湖南省儿童医院康复中心阳伟红王跑球何金华[ 摘要] 目的:了解教师和家庭同步配合医院治疗功能性构音障碍( FAD )患儿的疗效。方法:将 FAD 的 34例患儿,予医院、教师和家庭相结合的治疗作为治疗组,予医院和家庭结合治疗作为对照组,治疗 8-2 4 个月后比较对两组疗效。结果: 教师和家庭同步配合医院的治疗模式极大提高了 FAD 患儿的疗效。( P< ) 结论:充分利用教师资源对 FAD 患儿有很好的实用价值。[关键词]]功能性构音障碍康复教师 Abstract Objective To explore the effects of the children with functional articulation disorders by teacher,parents and prehensive rehabilitation training. Method 34 children with functional articulation disorders were treated , and the children were divided into treatment group by teacher,parents and prehensive rehabilitation control group by parents and prehensive rehabilitation training . 8~24 months later,the effects pared in the two groups. R esult teacher,parents and prehensive rehabilitation training coul d improve the the effects of the children with functional articulation disorders ( P< ). conclusion Teacher training was a pratical e ffective way on the children with functional articulation disorders. Key words functional articulation disorders , rehabilitation , teacher. 功能性构音障碍( functional articulation disorders , FAD ) 指患者的构音器官无形态异常和运动机能异常,听力、智力均在正常水平,但出现发音不清。 FAD 是临床最常见的语音障碍,在各种语言异常患者中, 儿童构音障碍所占的比例最高, 且大多数为功能性构音障碍。我国万国斌等[1] 对湖南省 4~6 岁儿童进行调查发现 FAD 的发病率为 % 。 FAD 不仅严重影响儿童的语言表达能力, 还将影响儿童的社会适应能力, 导致儿童自卑、胆怯等不良性格的形成。这类患儿住院治疗成本高, 疗效缓慢, 家长很难坚持, 有报道, 由医院和社区相结合疗效较好[2], 但社区缺少专业的语言治疗师, 尤其在农村这种现象更普遍。本康复中