《中国康复理论与实践》

《中国康复理论与实践》

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心理教育量表繁体中文版和简体中文版在特殊儿童中应用的比较①

王献娜，骆维维，吴卫红，张雁，白雪飞   

  1. 1.首都医科大学康复医学院，北京市100068；2.中国康复研究中心北京博爱医院孤独症治疗中心，北京市100068。
  • 出版日期:2016-03-25 发布日期:2016-06-01

Comparation of Simplified and Traditional Chinese Version of Psycho-educational Profile Applied in Special Children

WANG Xian-na, LUO Wei-wei, WU Wei-hong, ZHANG Yan, BAI Xue-fei   

  1. 1. Capital Medical University School of Rehabilitation Medicine, Beijing 100068, China; 2. Autism Treatment Center, Beijing Bo'ai Hospital, China Rehabilitation Research Centre, Beijing 100068, China
  • Published:2016-03-25 Online:2016-06-01

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摘要： 目的比较心理教育量表繁体中文版(PEP-3)和简体中文版(C-PEP)测量的差异性。方法2011 年4 月~2014 年12 月，对194 例特殊儿童分别采用C-PEP和PEP-3 进行评估，比较两者在知觉/认知、认知表现/语言理解、口语认知/语言表达、粗大运动/大肌肉、精细操作/小肌肉、模仿/模仿维度，及衍生的沟通、体能方面的评分。结果PEP-3 语言理解和对应的C-PEP认知表现之间无显著性差异(Z=0.912, P=0.362)，其余各维度评分均有非常显著性差异(Z>3.446, P<0.01)。结论PEP-3 和C-PEP在评估特殊儿童能力中存在差异。

关键词: 心理教育量表中文版, 孤独症谱系障碍, 特殊儿童, 评估, 差异性

Abstract: Objective To study the variability of Traditional Chinese version of the Psycho-educational Profile-3rd edition (PEP-3) and Simplified Chinese version of the Psycho-educational Profile (C-PEP) as evaluating the special children. Methods 194 special children were evaluated with C-PEP and PEP-3 from April, 2011 to December, 2014. The scores of cognitive verbal/preverbal, expressive language, receptive language, gross motor, fine motor, visual-motor imitation, and communication and physical ability were compared. Results There were significant diferences in all the dimensions between PEP-3 and C-PEP scales (Z>3.446, P<0.01) except cognitive verbal/preverbal (Z=0.912, P=0.362). Conclusion There was difference between PEP-3 and C-PEP for the evaluation of special children.

Key words: Psycho-educational Profile, autism spectrum disorder, special children, evaluation, variability