《中国康复理论与实践》

《中国康复理论与实践》 ›› 2024, Vol. 30 ›› Issue (8): 894-902.doi: 10.3969/j.issn.1006-9771.2024.08.004

• 专题 • 上一篇    下一篇

智力与发展性残疾儿童言语与语言障碍康复的系统综述

周静1, 张晓晓2(), 丁忠冰3, 陈建超4, 魏星星1, 林姝琦1   

  1. 1.宁波卫生职业技术学院，浙江宁波市 315100
    2.杭州富春康复医院，浙江杭州市 311199
    3.华东师范大学康复科学系，上海市 200062
    4.金华市特殊教育学校，浙江金华市 321000
  • 收稿日期:2024-06-25 出版日期:2024-08-25 发布日期:2024-09-11
  • 通讯作者: 张晓晓，E-mail：13616509848@163.com
  • 作者简介:周静(1985-)，女，汉族，浙江宁波市人，硕士，教授，主要研究方向：儿童言语语言康复、教育康复、ICF。
  • 基金资助:
    宁波市自然科学基金项目(202003N4188);浙江省大学生科技创新活动计划(2024R468A005);浙江省教育科学规划课题(2024SCG131)

Effect of speech and language rehabilitation on children with intellectual and developmental disabilities: a systematic review

ZHOU Jing1, ZHANG Xiaoxiao2(), DING Zhongbing3, CHEN Jianchao4, WEI Xingxing1, LIN Shuqi1   

  1. 1. Ningbo College of Health Science, Ningbo, Zhejiang 315100, China
    2. Hangzhou Fuchun Rehabilitation Hospital, Hangzhou, Zhejiang 311119, China
    3. Department of Rehabilitation Science, East China Normal University, Shanghai 200062, China
    4. Jinhua Special Education School, Jinhua, Zhejiang 321000, China
  • Received:2024-06-25 Published:2024-08-25 Online:2024-09-11
  • Supported by:
    Ningbo Natural Science Foundation(202003N4188);Zhejiang College Student Science and Technology Innovation Activity Plan(2024R468A005);Zhejiang Education Science Plan(2024SCG131)

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摘要：

目的 系统评估言语与语言康复和教育干预对智力与发展性残疾(IDD)儿童的效果。

方法 检索PubMed、PsycINFO、ERIC、Cochrane Library、Web of Science数据库相关文献进行系统综述，检索时限为2018年1月至2024年5月。

结果 最终纳入8篇英文文献，来自美国、法国、意大利、挪威、波兰、新西兰6个国家，涉及610例IDD儿童，来源于言语语言病理学、唐氏综合征研究、言语语言听力研究等期刊。发表时间主要集中在2018年至2023年。研究对象年龄2~12岁，主要健康状况包括智力发育迟缓、孤独症、唐氏综合征。干预类型包括传统言语治疗(个体化治疗和小组治疗)、增强与替代沟通(设备辅助和手语及图卡)、家庭参与的语言训练计划(家长培训和家庭互动)、计算机辅助语言学习(语言学习软件和远程健康)、基于游戏的干预(互动游戏和结构化游戏)。每次15~150 min，每周1~10次，持续10~144周。康复结局体现在5个方面：增加口语表达中的词汇量；改善语言理解、符号识别和词汇理解能力；表达性语言和接受性语言能力提高；参与的游戏多样性和游戏参与水平改善，沟通率、社会交往和互动能力提高；整体语言和非语言交流能力提高。

结论 结合个体化治疗、家庭参与、技术辅助和互动游戏等多种方法的康复干预，对IDD儿童口语生成、语言理解、言语生成、社会交往和交流能力等方面有显著效果。

关键词: 智力与发展性残疾, 儿童, 言语与语言康复, 系统综述

Abstract:

Objective To systematically evaluate the effect of speech and language therapies and educational interventions on children with intellectual and developmental disabilities (IDD).

Methods A systematic review was conducted by searching relevant literature in PubMed, PsycINFO, ERIC, Cochrane Library and Web of Science databases, ranging from January, 2018 to May, 2024.

Results A total of eight English articles were included, from six countries including the United States, France, Italy, Norway, Poland and New Zealand, involving 610 children with IDD, from journals about speech language pathology, Down syndrome research and speech language hearing research. The publication time was mainly from 2018 to 2023. The age of the subjects was two to twelve years, and the main health conditions included intellectual disability, autism and Down syndrome. The intervention methods included routine speech therapy (individualized therapy and group therapy), augmentative and alternative communication (device-assisted and sign language and picture cards), family-involved language training programs (parent training and family interaction), computer-assisted language learning (language learning software and telehealth), and play-based interventions (interactive games and structured games); 15 to 150 minutes a time, one to ten times a week, for ten to 144 weeks. The outcomes were reflected in five aspects: increasing the vocabulary in speaking; improving the language comprehension, symbol recognition and vocabulary comprehension; improving both expressive and receptive language skills; improving participation in game diversity and game participation levels, communication, social interaction and interaction skills; and improving overall language and non-verbal communication skills.

Conclusions Combining a variety of methods, such as individualized therapy, family participation, technologic assistance and interactive games, speech and language therapies and education are effective on spoken language production, language comprehension, speech production, social interaction and communication skills for children with IDD.

Key words: intellectual and developmental disabilities, children, speech and language rehabilitation, systematic review

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