目的：探讨多动症儿童配合家庭学校治疗干预疗效。方法对36例ADHD患儿分3组，每12人1组。采用相同授课内容、相同时间进行3次集体行为干预，将存在的不良行为与家长、老师共同设置干预方案。结果分别在3、6、9周进行Conners父母问卷、教师问卷评估，品行问题、学习问题、心身障碍、冲动－多动、焦虑因子和多动指数均较干预治疗前明显降低，差异有统计学意义（P＜0．05）。结论家庭学校医疗3方联动干预ADHD患儿对其结束治疗后的个人成长和家庭帮助具有重要意义。%Objective To investigate the child with ADHD Homeschool efficacy of therapeutic interven-tions .Methods 3 6 patients divided into three groups of children with ADHD every 1 2 people in a group .The same time using the same lectures three times a collective behavioral intervention ,the presence of bad behavior with parents ,teachers jointly set up intervention programs .Result 3 ,6 ,9 weeks respectively Conners Parent Questionnaire/teacher assessment questionnaire , conduct problems , learning problems , psychosomatic disor-ders ,impulsivity -hyperactivity ,anxiety and hyperactivity index factor intervention significantly lower than be-fore treatment ,the difference was statistically significance(P<0 .05 ) .Conclusion Family medical school chil-dren with ADHD its tripartite joint intervention after the end of treatment to help personal grow th and family is important .
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