《中国康复理论与实践》

《中国康复理论与实践》 ›› 2020, Vol. 26 ›› Issue (1): 21-27.doi: 10.3969/j.issn.1006-9771.2020.01.004

• 专题 基于ICF言语康复研究 • 上一篇    下一篇

基于世界卫生组织国际分类家族构建儿童交流障碍诊断与干预理论架构与方法

庾晓萌1,2,3,邱卓英4,5,6,李孝洁1,2,刘巧云1,2(),Lancy HUANG7,黄昭鸣1,2,张青8()   

  1. 1.华东师范大学教育学部教育康复学系,上海市 200333
    2.华东师范大学中国言语听觉康复科学与ICF应用研究院,上海市 200333
    3.昆明学院学前与特殊教育学院,云南昆明市 650214
    4.世界卫生组织国际分类家族中国合作中心,北京市 100068
    5.中国康复研究中心康复信息研究所,北京市 100068
    6.中国康复科学所康复信息研究所,北京市 100068
    7.Bright Speech International, Inc., Seattle, WA 90876, USA
    8.邯郸学院特殊教育学院,河北邯郸市 056005
  • 收稿日期:2019-12-13 修回日期:2019-12-23 出版日期:2020-01-25 发布日期:2020-02-07
  • 通讯作者: 刘巧云,张青 E-mail:qyliu@spe.ecnu.edu.cn;zhangqing555@126.com
  • 作者简介:庾晓萌(1990-),女,彝族,云南昆明市人,博士研究生,助教,主要研究方向：儿童言语语言康复、ICF理论与应用和特殊教育。
  • 基金资助:
    1.国家语委"十三五"科研规划项目(YB135-81);2.中央级公益性科研院所基本科研业务费专项资金项目(重大科学研究引导基金项目)(2017CZ-7);2.中央级公益性科研院所基本科研业务费专项资金项目(重大科学研究引导基金项目)(2018CZ-4);3.河北省社会科学基金项目(HB17SH003)

Framework and Approach of Diagnosis and Rehabilitation Intervention for Children with Communication Disorders Using WHO Family International Classifications

YU Xiao-meng1,2,3,QIU Zhuo-ying4,5,6,LI Xiao-jie1,2,LIU Qiao-yun1,2(),Lancy HUANG7,HUANG Zhao-ming1,2,ZHANG Qing8()   

  1. 1. Department of Education and Rehabilitation, East China Normal University, Shanghai 200333, China
    2. Chinese Academy of Speech and Hearing Rehabilitation Science and ICF Application, East China Normal University, Shanghai 200333, China
    3. Department of Special and Preschool Education, Kunming University, Kunming, Yunnan 650214, China
    4. WHO-FIC Collaborating Center in China, Beijing 100068, China
    5. Research Institute of Rehabilitation Information, China Rehabilitation Research Center, Beijing 100068, China
    6. Research Institute of Rehabilitation Information, China Rehabilitation Sciences Institute, Beijing 100068, China
    7. Bright Speech International, Inc., Seattle, WA 90876, USA
    8. Department of Special Education and Rehabilitation, Handan University, Handan, Hebei 056005, China
  • Received:2019-12-13 Revised:2019-12-23 Published:2020-01-25 Online:2020-02-07
  • Contact: LIU Qiao-yun,ZHANG Qing E-mail:qyliu@spe.ecnu.edu.cn;zhangqing555@126.com
  • Supported by:
    National Language Commission 13th Five-Year Plan Research Projects(YB135-81);National Special Fund Projects of Basic Research of Public Benefits for Institutes at Central Governmental Level (Leading Project of Major Scientific Research)(2017CZ-7);National Special Fund Projects of Basic Research of Public Benefits for Institutes at Central Governmental Level (Leading Project of Major Scientific Research)(2018CZ-4);Hebei Social Science Foundation(HB17SH003)

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摘要：

目的 基于《国际疾病分类》第11次修订本(ICD-11)、《国际功能、残疾和健康分类(儿童和青少年版)》(ICF-CY)和《国际健康干预分类》(ICHI),探讨儿童交流障碍相关核心术语、疾病诊断标准、功能诊断标准和整体康复方案。
方法 运用ICD-11、美国言语治疗师协会(ASHA)和《精神疾病诊断与统计手册》第5版(DSM-Ⅴ)的相关标准,分析儿童交流障碍的核心术语。运用ICD-11分析儿童交流障碍的疾病诊断标准。运用ICF-CY分析儿童交流障碍功能诊断标准。依据ICF-CY和ICHI构建儿童交流障碍整体化与结构化康复方案。
结果和结论 儿童交流障碍相关的核心术语有“发育性语言障碍主要伴语用语言损伤”“交流”“交流-生成”“交流-接收”等。儿童交流障碍是以社会交流受限为典型特征的障碍,是儿童发育迟缓的典型障碍表现,疾病诊断命名为“发育性语言障碍主要伴语用语言损伤”(6A01.22),属发育性语言障碍(6A01)的一个亚型。儿童交流障碍相关功能涉及与言语-听觉相关的身体结构、身体功能以及交流活动,交流活动涉及交流-接收(d310-d329)、交流-生成(d330-d349)、交流和使用交流设备与技术(d350-d369),个人因素涉及儿童健康相关行为。结构化的儿童交流障碍综合康复解决方案涉及身体功能和结构、活动和参与、环境因素和个人因素4个层面,干预方法可分为评估类、训练类、教育与咨询类以及社会心理支持类。

关键词: 交流障碍, 儿童, 术语, 诊断, 干预, 国际功能、残疾和健康分类(儿童和青少年版)

Abstract:

Objective To explore the definition and core terminology of communication disorders for children, establish the diagnostic criteria and functional assessment criteria of communication disorder, and develop a holistic rehabilitation solution for it based on International Classification of Diseases 11th Revision (ICD-11), International Classification of Functioning, Disability and Health (Children and Youth version) (ICF-CY) and International Classification of Health Interventions (ICHI).
Methods Core definition and terminology of communication disorder were analysed with ICD-11, American Speech-Language-Hearing Association (ASHA) and Diagnostic and Statistical Manual of Mental Disorders-V (DSM-V). The diagnostical criteria of communication disorders for children were analyzed using the ICD-11. The functioning diagnostical criteria of communication disorders for children were explored using ICF-CY. A holistic rehabilitation solution was developed based on ICF-CY and ICHI.
Results and Conclusion The core diagnostical terms of communication disorder for children include Primary Pragmatic Language Impairment of Developmental Language Disorder, Communication, Communicating-Receiving, and Communicating-Production, etc. Communication disorder is a typical disorder of limited social interaction and a typical manifestation of developmental retardation for children, named Developmental Language Disorder Main Companion Pragmatic Language Impairment (6A01.22), subclass of Developmental Language Disorder (6A01). Communication disorders involve in speech-related body structures and functions, activity and participation, environmental factors and personal factors; such as communication (d3), including communicating-receiving (d310-d329), communicating-production (d330-d349), conversation and use of communication devices and techniques (d350-d369), and health-related behaviors. The structured framework of rehabilitation intervention involves in body function and structure, activity and participation, environmental factors and personal factors; includes assessment, training and treatment, educational counseling, and psychological and social support.

Key words: communication disorder, children, terminology, diagnosis, intervention, International Classification of Functioning, Disability and Health (Children and Youth version)

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