王臣　　沈华仙　　茅旭辉　　黄浩杰　　陈伟健　　易颖

[关键词] 感觉统合训练;学龄期;功能性构音障碍;构音清晰度;感觉统合功能

[中图分类号] R493          [文献标识码] B          [文章编号] 1673-9701（2021）14-0103-04

Therapeutic effect of sensory integration training on rehabilitation of children with functional dysarthria

WANG Chen   SHEN Huaxian   MAO Xuhui   HUANG Haojie   CHEN Weijian   YI Ying

Department of Child Rehabilitation， Zhejiang Rehabilitation Hospital， Hangzhou   310016， China

[Abstract] Objective To study the effect of sensory integration training on the rehabilitation of school-age children with functional dysarthria. Methods A total of 90 school-age children with functional dysarthria who were admitted to our hospital from November 2017 to October 2018 were selected as the research subjects. The children were divided into the control group（n=45） and the observation group （n=45） according to the principle of numerical random assignment. The children in the control group were treated with speech training， while the children in the observation group were treated with sensory integration training based on the control group. The effects of two different training modes on the improvement of dysarthria， sensory integration function and oral motor function in children were compared. Results The total effective rate of the observation group was higher than that of the control group after intervention（P<0.05）. The scores of articulation resolution， functional scores of lip， tongue and mandible， and sensory integration function scores of children in the observation group were higher than those in the control group， and the differences between groups were statistically significant（P<0.05）. Conclusion Sensory integration training for school-age children with functional dysarthria can promote their early recovery of language function， which can be widely used in clinical practice.

[Key words] Sensory integration training; School age; Functional dysarthria; Articulation resolution; Sensory integration function

功能性构音障碍多发于学龄前儿童，主要是指发音错误呈固定状态、语音清晰度低等找不到明显原因的构音障碍[1]。当前临床对此病的发生机制尚未完全明确，但通常认为是幼儿在练习发音中学会了错误构音动作，并形成习惯。尤其是对于学龄期儿童，这不仅会导致患儿在日常交往中被边缘化、欺凌，也会造成学习上的困难，从而对患儿生理与心理健康造成严重影响[2]。感觉统合训练可基于患儿神经需求，引导其对感觉刺激作出适当反应，对改善患儿脑功能有着积极意义[3]。本研究将感觉统合训练对学龄期功能性构音障碍患儿康复效果的影响作出深入探讨和分析，现报道如下。

1资料与方法

1.1 一般资料

选择我院自2017年11月至2018年10月收治的学龄期功能性构音障碍患儿90例为研究对象，以数字随机分配原则分为两组;对照组患儿男25例、女20例，年龄6～12岁，平均（9.50±1.02）岁，构音障碍程度：轻度15例、中度26例、重度4例，均展开语音训练。观察组患儿男26例、女19例，年龄6～13岁，平均（9.52±1.52）岁，构音障碍程度：轻度17例、中度25例、重度3例。观察对象及家属均知情同意，且经我院伦理委员会批准，两组性别、年龄、病情程度临床基线资料比较，差异无统计学意义（P>0.05），具有可比性。纳入标准：①所有患儿均呈固定构音错误状态，但无构音器官功能异常，且语言发育水平在4岁以上;②经中国韦氏儿童智力量表（C-WISC）[4]測定IQ≥80;③经儿童综合素质测试仪鉴定患儿存在感觉统合能力失调情况;④患儿家属签订知情同意书。排……