《中国康复理论与实践》

《中国康复理论与实践》 ›› 2015, Vol. 21 ›› Issue (09): 993-995.

• 基础研究 •    下一篇

3~6岁脑性瘫痪、智力残疾、孤独症儿童活动和参与功能障碍比较

梁兵 1，马洪卓 2，邱卓英 3，李沁燚 3，王金元 1   

  1. 1.苏州市工业园区博爱学校，江苏苏州市 215021；2.国家康复辅具研究中心附属康复医院康复治疗科，北京市 100176；3.中国康复研究中心康复信息研究所/世界卫生组织国际分类家族中国合作中心，北京市 100068。
  • 收稿日期:1900-01-01 修回日期:1900-01-01 出版日期:2015-09-25 发布日期:2015-09-25

Comparison of Barriers of Activity and Participation for 3-6 Years Aged Children with Cerebral Palsy, Intellectual Disability, and Autism Using ICF-CY Questionnaire

LIANG Bing1, MA Hong-zhuo2, QIU Zhuo-ying3, LI Qin-yi3, WANG Jin-yuan1   

  1. 1. Bo'ai Charity School, Suzhou Industrial Park, Suzhou, Jiangsu 215021, China; 2. Rehabilitation Hospital Affiliated to National Research Center for Rehabilitation Technical Aids, Beijing 100176, China; 3. China Institute of Rehabilitation Information, China Rehabilitation Research Centre/WHO-FIC CC China, Beijing 100068, China
  • Received:1900-01-01 Revised:1900-01-01 Published:2015-09-25 Online:2015-09-25

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摘要： 目的 比较脑瘫、智力残疾、孤独症儿童主要活动和参与障碍的特点。方法 3~6岁参与教育与康复训练的残疾儿童42名，采用ICF-CY功能检查表进行调查。结果 残疾儿童在学习和应用知识、交流、活动、家庭生活、自理和主要生活领域属于轻度障碍；在一般任务和要求、人际交往与人际关系领域属于中度障碍。智力残疾和脑瘫儿童在学习和应用知识领域的障碍高于孤独症儿童。结论 脑瘫、智力残疾、孤独症儿童的活动和参与功能障碍有其不同特点，应构建多样性、阶段性、连续性的教育康复策略，实现残疾儿童康复与教育效果的最大化。

关键词: 脑性瘫痪, 智力残疾, 孤独症, 儿童, 活动, 参与, 国际功能, 残疾和健康分类(儿童青少年版)

Abstract: Objective To compare the features of activity and participation difficulty of children with cerebral palsy, intellectual disability and autism. Methods 42 children with cerebral palsy, intellectual disability, and autism aged 3-6 years were evaluated with ICF-CY Questionnaire. Results There were mild barriers in the domains of learning and applying knowledge, communication, mobility, self-care, domestic life and major life areas, and the moderate barriers in the domains of general tasks and demands, interpersonal interactions and relations. There were more barriers in learning and applying knowledge in children with cerebral palsy and intellectual disability than those with autism. Conclusion There are various features in activity and participation difficulty in children with cerebral palsy, intellectual disability or autism, which required diversity of educational rehabilitation strategies.

Key words: cerebral palsy, intellectual disability, autism, children, activity, participation, International Classification of Functioning, Disability and Health - Children and Youth Version