儿童长处与困难问卷(父母版)在3~7岁听力障碍儿童中的适用性分析

doi:10.3969/j.issn.1006-9771.2019.08.011

《中国康复理论与实践》 ›› 2019, Vol. 25 ›› Issue (8): 940-945.doi: 10.3969/j.issn.1006-9771.2019.08.011

儿童长处与困难问卷(父母版)在3~7岁听力障碍儿童中的适用性分析

闫莉枞¹, 朱晓丹¹, 张丽娜³, 李阳³, 马琪琪¹, 刘鹏¹, 常茹¹, 王青¹, 刘娟²

1.宁夏医科大学护理学院；宁夏银川市 750004
2.宁夏医科大学基础医学院，宁夏银川市 750004
3.宁夏残疾人康复中心，宁夏银川市 750004

收稿日期:2019-04-30 修回日期:2019-05-30 出版日期:2019-08-25 发布日期:2019-08-16
通讯作者: 刘娟，E-mail： ryuken0518@163.com
作者简介:闫莉枞(1993-)，女，汉族，山西阳高县人，硕士研究生，护师，主要研究方向：精神护理与认知功能。
基金资助:
宁夏重点研发计划项目(No. 2019BFG02023)

Applicability of Strengths and Difficulties Questionnaire (for Parents) in Hearing Impaired Children Aged 3-7 Years

YAN Li-cong¹, ZHU Xiao-dan¹, ZHANG Li-na³, LI Yang³, MA Qi-qi¹, LIU Peng¹, CHANG Ru¹, WANG Qing¹, LIU Juan²

1.School of Nursing; b. School of Basic Medical Sciences, Ningxia Medical University,Yinchuan, Ningxia 750004, China
2.School of Nursing; b. School of Basic Medical Sciences, Ningxia Medical University,Yinchuan, Ningxia 750004, China
3.Ningxia Rehabilitation Center for the Disabled, Yinchuan, Ningxia 750004, China

Received:2019-04-30 Revised:2019-05-30 Published:2019-08-25 Online:2019-08-16
Contact: LIU Juan, E-mail: ryuken0518@163.com
Supported by:
Supported by Ningxia Key R&D Program (No. 2019BFG02023)

摘要/Abstract

摘要： 目的探讨长处与困难问卷(父母版)(SDQ)在3~7岁听力障碍儿童中的适用性。方法 2018年11月至2019年3月，使用SDQ和Meadow-Kendall听障儿童情绪社会性评估量表(SEAI)学龄前版对宁夏残疾人康复中心3~7岁的85例听障儿童进行调查。6周后，随机选取14例听障儿童使用SDQ再次调查。结果 SDQ条目与问卷总分、各因子与问卷总分、各条目与相应因子的Cronbach α分别为0.669、0.724、0.275~0.657，6周后问卷总分重测相关系数为0.898，各因子的重测相关系数为0.543~0.807 (P < 0.05)。SDQ的情绪症状、品行问题、多动/注意缺陷、同伴交往问题、困难总分与SEAI相关。SDQ情绪行为问题检出率为22.4%，情绪行为问题得分和检出率在性别、年龄间无显著性差异(P > 0.05)。结论 SDQ可用于3~7岁听力障碍儿童的评估。

关键词: 听力障碍, 儿童, 长处与困难问卷, Meadow-Kendall听障儿童情绪社会性评估量表

Abstract: Objective To explore the application of Strengths and Difficulties Questionnaire (the edition for parents) (SDQ) in children with hearing impairment aged three to seven years. Methods From November, 2018 to March, 2019, 85 hearing impaired children aged three to seven years in Ningxia Disabled Rehabilitation Center were tested by SDQ and Meadow-Kendall Social-Emotional Assessment Inventory (SEAI). After six weeks, 14 randomly sampled subjects were retested. Results The Cronbach's alpha coefficient of the total SDQ was 0.669 and that of sub-dimensions was 0.724 respectively, and that of subscales ranged from 0.275 to 0.657. And the test-retest reliabilities after six weeks were between 0.543 and 0.898 (P < 0.05). The scores of emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and total difficulties on SDQ were related to SEAI. The detection rate of emotional behavior problems was 22.4%. There was no significant difference between genders and age groups in the scores and the detection rates of emotional behavior problems (P > 0.05). Conclusion SDQ can be used as a screening tool for the hearing impaired children aged three to seven years.

Key words: hearing impairment, children, Strengths and Difficulties Questionnaire, Meadow-Kendall Social-emotional Assessment Inventory

中图分类号:

R764.43

闫莉枞, 朱晓丹, 张丽娜, 李阳, 马琪琪, 刘鹏, 常茹, 王青, 刘娟. 儿童长处与困难问卷(父母版)在3~7岁听力障碍儿童中的适用性分析[J]. 《中国康复理论与实践》, 2019, 25(8): 940-945.

YAN Li-cong, ZHU Xiao-dan, ZHANG Li-na, LI Yang, MA Qi-qi, LIU Peng, CHANG Ru, WANG Qing, LIU Juan. Applicability of Strengths and Difficulties Questionnaire (for Parents) in Hearing Impaired Children Aged 3-7 Years[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2019, 25(8): 940-945.

参考文献

1 FellingerJ, HolzingerD, SattelH, et al. Mental health and quality of life in deaf pupils [J]. Eur Child Adolesc Psychiatry, 2008, 17(7): 414-423.
2 NettenA P, RieffeC, TheunissenS C, et al. Low empathy in deaf and hard of hearing (pre)adolescents compared to normal hearing controls [J]. PLoS One, 2015, 10(4): e0124102.
3 NiemensivuR, RoineR P, SintonenH, et al. Health-related quality of life in hearing-impaired adolescents and children [J]. Acta Otolaryngol, 2018, 138(7): 652-658.
4 杜巧新,王娜,尹梦雅,等. 3~7岁听障儿童社会情绪能力研究[J]. 中国听力语言康复科学杂志, 2018, 16(3): 181-184.
5 杜巧新,陈溪,王段霞,等. Conners父母、教师问卷在3~7岁听障儿童中的临床应用[J]. 中国康复理论与实践, 2012, 18(12): 1138-1140.
6 刘书君. 长处和困难问卷(SDQ)中文版的信度和效度研究[D]. 成都:四川大学, 2006.
7 WongC L, ChingT Y C, CupplesL, et al. Psychosocial development in 5-year-old children with hearing loss using hearing aids or cochlear implants [J]. Trends Hear, 2017, 21: 2331216517710373.
8 NiclasenJ, DammeyerJ. Psychometric properties of the strengths and difficulties questionnaire and mental health problems among children with hearing loss [J]. J Deaf Stud Deaf Educ, 2016, 21(2): 129-140.
9 中国残疾人联合会,中华人民共和国卫生部. 残疾人分类和分级听力残疾评定手册[M]. 北京:华厦出版社, 2014.
10 陈静,刘漪,杜亚松. 中小班学龄前儿童父母亲职压力与儿童心理状况的影响因素研究[J]. 中国儿童保健杂志, 2018, 26(7): 737-740.
11 GaoX, ShiW, ZhaiY, et al. Results of the parent-rated Strengths and Difficulties Questionnaire in 22,108 primary school students from 8 provinces of China [J]. Shanghai Arch Psychiatry, 2013, 25(6): 364-374.
12 MeadowK P. Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing-Impaired Students Manual [M]. Washington, D.C.: Galladuet College, 1983.
13 杜巧新,尹梦雅,王娜,等. Meadow-Kendall听障儿童社会性和情绪发展评估量表学龄前版信度及效度研究[J]. 中国康复理论与实践, 2012, 18(9): 850-852.
14 杜巧新,关雅丽,邢亚静. Meadow-Kendall听障儿童情绪社会性评估量表学龄版信效度研究[J]. 中国听力语言康复科学杂志, 2018, 16(3): 185-188.
15 许文兵. 中文版长处和困难问卷的信度概化分析[D]. 广州:广州大学, 2017.
16 陈成滨,陈杰. 中文版长处和困难问卷心理测量学特性研究综述[J]. 中国公共卫生, 2017, 33(4): 685-688.
17 FiorilloC E, RashidiV, WestgateP M, et al. Assessment of behavioral problems in children with hearing loss [J]. Otol Neurotol, 2017, 38(10): 1456-1462.
18 SorkinD L, Gates-UlanetP, MellonN K. Psychosocial aspects of hearing loss in children [J]. Otolaryngol Clin North Am, 2015, 48(6): 1073-1080.
19 NiclasenJ, ObelC, GuldagerC, et al. Associations between childhood hearing loss and behavioural and academic difficulties: a Danish cohort study [J]. Int J Pediatr Otorhinolaryngol, 2016, 90: 91-98.
20 StevensonJ, KreppnerJ, PimpertonH, et al. Emotional and behavioural difficulties in children and adolescents with hearing impairment: a systematic review and meta-analysis [J]. Eur Child Adolesc Psychiatry, 2015, 24(5): 477-496.
21 TheunissenM H C, de WolffM S, ReijneveldS A. The Strengths and Difficulties Questionnaire Self-Report: a valid instrument for the identification of emotional and behavioral problems [J]. Acad Pediatr, 2019, 19(4): 471-476.
22 虞银香,张标新,赵德娟,等. 学龄前听力障碍儿童心理行为问题与家庭因素的相关性研究[J]. 现代医药卫生, 2015, 31(18): 2751-2754.
23 章景丽,陈瑞美,陈秋,等. 家庭因素与学龄前儿童情绪与行为问题的关联研究[J]. 中华疾病控制杂志, 2019, 23(2): 168-171.
24 陈云晓,RutayisireErigene ,伍晓艳,等. 学龄前儿童睡眠状况与情绪和行为问题的关联性研究[J]. 中华流行病学杂志, 2017, 38(9): 1191-1196.
25 韩阿珠,张国宝,苏普玉,等. 家庭教养方式对学龄前儿童行为和情绪问题的影响[J]. 中国学校卫生, 2018, 39(12): 1773-1778.
26 VugteveenJ, de BildtA, HartmanC A, et al. Using the Dutch multi-informant Strengths and Difficulties Questionnaire (SDQ) to predict adolescent psychiatric diagnoses [J]. Eur Child Adolesc Psychiatry, 2018, 27(10): 1347-1359.
27 StevensonJ, PimpertonH, KreppnerJ, et al. Emotional and behaviour difficulties in teenagers with permanent childhood hearing loss [J]. Int J Pediatr Otorhinolaryngol, 2017, 101: 186-195.
28 TheunissenS C, RieffeC, NettenA P, et al. Psychopathology and its risk and protective factors in hearing-impaired children and adolescents: a systematic review [J]. JAMA Pediatr, 2014, 168(2): 170-177.
29 寇建华,杜亚松,夏黎明. 长处和困难问卷(父母版)在注意缺陷多动障碍中的应用[J]. 临床心身疾病杂志, 2006, 12(5): 328-329.

[1]	宋以玲, 任园春, 朱飞龙, 匡冬青, 曹庆久, 林杨, 王芳. 注意缺陷多动障碍儿童粗大动作技能与执行功能发展的特点及关系[J]. 《中国康复理论与实践》, 2024, 30(1): 1-9.
[2]	罗丽华, 王雨生, 李剑锋, 董继革. 术后早期综合康复对儿童青少年肱骨髁上骨折伴尺神经损伤的效果[J]. 《中国康复理论与实践》, 2024, 30(1): 105-110.
[3]	郝传萍. 教育情境下辅助技术应用：政策架构与核心领域[J]. 《中国康复理论与实践》, 2024, 30(1): 119-124.
[4]	闻嘉宁, 金秋艳, 张琦, 李杰, 司琦. 认知参与型身体活动对发展儿童青少年执行功能的效果：基于ICF的系统综述[J]. 《中国康复理论与实践》, 2024, 30(1): 44-53.
[5]	张婧雅, 邹敏, 孙宏伟, 孙昌隆, 朱峻同. 听障儿童青少年焦虑或抑郁情绪心理干预效果的系统综述[J]. 《中国康复理论与实践》, 2023, 29(9): 1004-1011.
[6]	王俊宇, 杨永, 袁逊, 谢婷, 庄洁. 高强度间歇训练对健康儿童青少年执行功能效果的系统综述[J]. 《中国康复理论与实践》, 2023, 29(9): 1012-1020.
[7]	毕小羽, 朱笑彤, 朱飞龙, 匡冬青, 宋以玲, 范碧瑶, 任园春. 注意缺陷多动障碍学龄儿童精细动作技能的性别差异[J]. 《中国康复理论与实践》, 2023, 29(9): 1029-1034.
[8]	赵盼超, 纪仲秋, 姜桂萍, 文蕊香. 不同任务干扰对儿童早期步态特征和任务成本的影响[J]. 《中国康复理论与实践》, 2023, 29(9): 1072-1082.
[9]	王少璞, 杨亚茹, 邱卓英, 杨剑, 姚梅林, 孙宏伟, 邹敏. 智力与发展性残疾儿童心理健康服务：基于WHO-FICs的研究[J]. 《中国康复理论与实践》, 2023, 29(9): 993-1003.
[10]	魏晓微, 杨剑, 魏春艳, 贺启令. 学校环境下适应性体育课程促进智力与发展性残疾儿童心理运动发展的系统综述[J]. 《中国康复理论与实践》, 2023, 29(8): 910-918.
[11]	石孝宇, 杨剑. 适用于残疾儿童青少年身体活动测量报告工具结构、内容及心理测量特性的系统综述[J]. 《中国康复理论与实践》, 2023, 29(6): 621-629.
[12]	刘辉, 尹航, 贾绍辉, 邱服冰. 适用于残疾儿童青少年运动功能和运动能力测量工具的结构、内容和心理测量特性的系统综述[J]. 《中国康复理论与实践》, 2023, 29(6): 630-638.
[13]	蒋长好, 高晓妍. 短时身体活动对儿童认知功能影响的系统综述[J]. 《中国康复理论与实践》, 2023, 29(6): 667-672.
[14]	郭霜, 谢咏祺, 张良, 张春佳, 彭润, 杨德刚, 杨明亮. 舞蹈致儿童无骨折脱位型脊髓损伤神经学预后的影响因素及预测模型[J]. 《中国康复理论与实践》, 2023, 29(5): 582-589.
[15]	朱凯轩, 王宇翔, 王献娜, 张雁, 王云雷, 张豪杰, 白晨, 李星珠, 张通. 学龄前孤独症谱系障碍儿童的睡眠障碍及其与社交行为的相关性[J]. 《中国康复理论与实践》, 2023, 29(5): 608-614.

儿童长处与困难问卷(父母版)在3~7岁听力障碍儿童中的适用性分析

Applicability of Strengths and Difficulties Questionnaire (for Parents) in Hearing Impaired Children Aged 3-7 Years

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 15

Metrics

本文评价

推荐阅读 0