参与模式和参与的预测因素在发展障碍的学龄前儿童的参与
Agne Stelmokaite1, Audrone Prasauskiene1, Indre Bakaniene1
1Department of Children's Rehabilitation, Lietuvos sveikatos mokslu universitetas, Kaunas, Lithuania.
The British journal of occupational therapy
|May 8, 2025
概括
环境因素和活动限制在很大程度上预测了发展障碍学龄前儿童的参与. 损失的严重程度,而不是数量,也会影响各种环境中的参与.
科学领域:
- 儿童发展 儿童发展
- 儿科健康 儿科健康
- 康复科学 康复科学 康复科学
背景情况:
- 发展障碍的学前儿童经常面临参与挑战.
- 了解参与预测因素对于有效干预至关重要.
研究的目的:
- 评估发展障碍的学龄前儿童的参与模式.
- 确定参与的临床和环境预测因素.
主要方法:
- 与98名年龄在9至70个月的儿童的照顾者进行的横截面研究.
- 使用健康问卷和立陶宛幼儿参与和环境措施 (YC-PEM).
- 采用描述性统计和多重线性回归.
主要成果:
- 参与限制在社区环境中最常见.
- 临床和环境因素都预测了家庭,托儿所/学前教育和社区环境的参与.
- 损失的严重程度,而不是数量,预测了参与.
结论:
- 环境因素和活动限制是理解参与的关键.
- 研究结果表明,需要基于背景的评估和干预措施.
- 通过参与促进健康是这些儿童的关键成果.
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