共患学习障碍的注意缺陷多动障碍儿童脑源性神经营养因子与5-羟色胺的关联性研究

目的 探讨脑源性神经营养因子(BDNF)与血清5-羟色胺(5-HT)在伴学习障碍(LD)的注意缺陷多动障碍(ADHD)患儿中的作用及关系. 方法 选择河南省精神卫生中心门诊及病房自2011年1月至2011年10月收治的ADHD患儿40例,其中伴LD患儿15例,不伴LD患儿25例,选择同期健康体检儿童25例作为正常对照组,比较3组受试者血清BDNF、5-HT的水平并分析ADHD伴LD组患儿血清BDNF及5-HT水平的相关性. 结果 ADHD伴LD组、ADHD不伴LD组及正常对照组BDNF水平依次降低,差异有统计学意义(P＜0.05);与ADHD伴LD组比较,ADHD不伴LD组及正常对照组5-HT水平升高,差异有统计学意义(P＜0.05);ADHD伴LD组患儿血清BDNF、5-HT水平呈负相关关系(r=-0.084,P=0.004). 结论 伴LD的ADHD患儿中存在BDNF及5-HT异常,二者可能相互作用共同参与ADHD的病理过程.     

哌甲酯对良性癫痫合并多动症患儿的认知功能及脑电θ/β比值的影响

目的 探究盐酸哌甲酯对伴中央颞区棘波的小儿良性癫痫(BECT)合并多动综合征(ADHD)患儿的认知功能及脑电θ/β比值的改变.方法 选取我科2018年7月～2020年7月期间93例BECT合并ADHD患儿作为研究对象,采用随机数字表法分成两组,对照组46例给予丙戊酸镁治疗,观察组47例增加盐酸哌甲酯治疗,对比两组患儿癫...     

阿立哌唑治疗ASD共病ADHD患儿的疗效及对神经递质水平的影响

目的 探讨分析阿立哌唑治疗自闭症谱系障碍(ASD)共病注意缺陷多动障碍(ADHD)患儿的临床疗效及对神经递质水平的影响.方法 选取2018年4月～2020年4月期间本院就诊的97例ASD共病ADHD患儿作为主要研究对象,按随机数字表法将研究对象随机分为观察组和对照组.对照组48例患儿给予利培酮口服治疗,观察组49例患儿...     

循证护理对癫痫患儿遵医行为及生活质量的影响

目的探讨循证护理对癫痫患儿遵医行为和生活质量的影响。方法选择我院2012-03—2013-03收治的120例癫痫患儿为研究对象,将所有患儿随机分为对照组(常规护理)60例,观察组(循证护理)60例,比较2组患儿的护理效果。结果护理后,观察组患儿遵医率为95.00%,明显高于对照组,差异具有统计学意义(P0.05),且观察组的生活质量各维度评分则较对照组出现了明显改善,差异具有统计学意义(P0.05)。结论循证护理对癫痫患儿具有十分重要的作用,可明显提高患儿的遵医行为,提高患儿的生活质量,从而有利于患儿的预后,值得临床应用。     

轻度胃肠炎伴良性惊厥患儿血钠离子浓度分析

目的研究轻度胃肠炎伴婴幼儿良性惊厥患儿的血钠水平。方法以我院2008-2011年诊断的轻度胃肠炎伴婴幼儿良性惊厥23例患儿为观察组,以同期患有轻度胃肠炎而不伴有惊厥的25例患儿为对照组,统计学分析2组患儿急性期血钠水平测定结果。结果观察组血钠离子浓度(137.3±13.1)mmol/L,对照组血钠离子浓度(145.1±10.8)mmol/L,2组比较差异有统计学意义(P<0.05)。结论轻度胃肠炎伴婴幼儿良性惊厥患儿的惊厥发作可能与患儿血液内钠浓度降低有关。     

基于IKAP模式的个体化护理对白血病患儿家属焦虑抑郁状况的影响

目的探讨基于IKAP模式的个体化护理对白血病患儿家属焦虑抑郁状况的影响。方法选择2015年9月~2016年9月于我院住院的83例白血病患儿及每位患儿的一名家属为研究对象,随机分为对照组(41例)与观察组(42例),对照组给予常规护理,观察组在对照组基础上采用基于IKAP模式的个体化护理,比较两组患儿家属焦虑抑郁状况、生活质量及护理满意度。结果干预后观察组患儿家属焦虑、抑郁评分明显低于对照组(P0.05),且心理领域、社会领域、主观生活质量及生活质量总分均显著高于对照组(P0.05),两组患儿家属生理领域、环境领域及主观健康状况比较无明显差异(P0.05);观察组患儿家属满意度高于对照组(P0.05)。结论基于IKAP模式的个体化护理可有效缓解白血病患儿家属焦虑、抑郁情绪,对其生活质量及护理满意度均有良好的促进作用。     

小儿智力糖浆对脑瘫伴语言功能障碍患儿语言功能及智力恢复的影响

目的研究小儿智力糖浆对脑瘫伴语言功能障碍患儿语言功能及智力恢复的影响。方法选择2013-05—2014-08在我院就诊的100例脑瘫伴语言功能障碍患儿为研究对象,采用随机数字表法分为观察组和对照组各50例,观察组接受常规方案联合小儿智力糖浆治疗,对照组接受常规方案治疗,比较2组的语言功能、智力恢复情况。结果语言功能:观察有效率84.00%,明显高于对照组的60.00%(χ~2=7.143,P0.05);Gesell评分:观察组粗大运动行为、精细运动行为、适应行为、语言行为及个人-社交行为评分均明显高于对照组(t=5.193~6.239,P0.05);Bayley指数:观察组智力发展指数(MDI)、运动发展指数(PDI)评分与优良率无明明显高于对照组(t/χ~2=5.293~7.956,P0.05)。结论小儿智力糖浆联合常规方案治疗能够更为有效改善脑瘫伴语言功能患儿语言功能,促进智力恢复,提高治疗效果。     

综合护理干预对小儿支原体肺炎患儿负面情绪的影响

目的 探讨分析综合护理干预对小儿支原体肺炎患儿负面情绪的影响.方法 选定本院2019年1月～2021年1月我院住院治疗的140例支原体肺炎患儿作为主要研究对象.按随机数字表法将研究对象随机分为观察组和对照组.对照组70例患儿给予常规护理,观察组70例患儿在对照组基础上给予综合护理干预,观察比较两组患儿临床症状消失时间、家属满意度,以及干预前后的儿童抑郁障碍自评量表(DSRSC)评分、儿童焦虑性情绪障碍筛查表(SCARED)评分.结果 观察组患儿肺部湿啰音、气促、咳嗽、发热症状消失时间均短于对照组(P＜0.05);观察组干预后DSRSC评分、SCARED评分低于对照组(P＜0.05);观察组家属满意度(95.71％)高于对照组(78.57％)(P＜0.05).结论 综合护理干预可有效缓解支原体肺炎患儿临床症状,减轻其焦虑、抑郁等负面情绪,提高家属满意度,值得临床推广应用.     

基于自我效能理论的自我管理对哮喘患儿心理状况及自我管理行为的影响

目的观察基于自我效能理论的自我管理对哮喘患儿的哮喘控制效果、心理状况及自我管理行为的影响。方法选取2018年6月至2020年6月期间我院收治的93例哮喘患儿作为研究对象。按随机数字表法分为观察组和对照组,对照组46例患者给予常规治疗和管理方案,观察组47例患者给予以自我效能理论为指导的自我管理方案进行干预。6个月后,对比两组患儿干预前后儿童哮喘控制测试问卷(C-ACT)评分、第1s用力呼吸容积(FEV1)、最大呼气峰流速度(PEF)、汉密尔顿焦虑量表(HAMA)评分、汉密尔顿抑郁量表(HAMD)评分、儿童社交焦虑量表(SASC)评分和自我管理行为量表评分。结果干预后,观察组患儿的C-ACT评分、FEV1%和PEF%均明显高于对照组(P0.05);观察组患儿的HAMA、HAMD和SASC评分均明显低于对照组(P0.05);观察组患儿的自我管理行为量表的各项评分明显高于对照组(P0.05)。结论基于自我效能理论的自我管理能够明显提高哮喘患儿的哮喘控制效果,改善其焦虑、抑郁情绪,增强自我管理能力,值得临床推广应用。     

不同雾化吸入方式治疗小儿哮喘伴抑郁的疗效比较

目的对比分析不同雾化吸入方式对小儿哮喘伴抑郁的疗效的影响。方法以2013年12月~2015年12月来我院治疗的72例小儿支气管哮喘伴抑郁患者为研究对象,按随机数字表法,平均分为实验组与对照组(每组36例),实验组采用空气压缩泵式雾化吸入治疗,对照组采用超声雾化吸入治疗。治疗结束后,比较两组患者的总有效率、肺功能指标。同时运用儿童抑郁量表(CDI)对患儿的抑郁情绪进行评估与比较。结果治疗前,两组患儿肺功能指标及抑郁情绪评估,组间差异无统计学意义(P0.05);治疗后两组患儿肺功能各项指标及抑郁状况较治疗前均有显著改善(P0.05);且治疗后实验组患儿肺功能指标及抑郁状况均优于对照组,差异具有统计学意义(P0.05)。实验组总有效率(94.44%)明显高于对照组(72.22%),差异有统计学意义(P0.05)。结论通过空气压缩泵式雾化吸入方式与超声雾化吸入方式比较,其治疗小儿哮喘伴抑郁的疗效更突出,患儿的临床总有效率更高,肺功能更明显好转,有利于促进患儿不良情绪的改善,值得在临床广泛应用。     

Eating behavior of women with bulimia

To obtain objective information about binge- and non-binge-eating behavior, 12 women with bulimia and ten women without eating problems (controls) were asked to eat four meals in a structured laboratory setting, on separate nonconsecutive days. The same instructions were given to both groups. On two days, they were asked to eat a normal amount, and on two days, they were asked to eat as much as they could, ie, to binge. For each type of instruction, they were given a single- and a multiple-course meal. The patients ate significantly more than the controls when asked to binge, both on the multiple-course meals that they rated as typical of binges and on the single-course meals. When they were asked to eat normally, there was no significant difference in intake between patients and controls on either single- or multiple-course meals. After all meals, hunger ratings of patients were significantly higher than hunger ratings of controls. There was also a significant positive correlation between intakes of single- and multiple-course binge meals and an inverse correlation between intake of multiple-course binge meals in bulimic patients and their rating of how well they controlled their eating. Thus, a structured laboratory eating situation can be used to reveal differences between bulimic and normal individuals and has the potential for assessing clinical status and exploring mechanisms responsible for binge eating.     

Convergent validity of the aberrant behavior checklist and behavior problems inventory with people with complex needs

The current study aimed to replicate and extend Rojahn et al. [Rojahn, J., Aman, M. G., Matson, J. L., & Mayville, E. (2003). The aberrant behavior checklist and the behavior problems inventory: Convergent and divergent validity. Research in Developmental Disabilities, 24, 391-404] by examining the convergent validity of the behavior problems inventory (BPI) and the aberrant behavior checklist (ABC) for individuals presenting with multiple complex behavior problems. Data were collected from 69 children and adults with severe intellectual disabilities and challenging behavior living in residential establishments. MANCOVA analyses showed that individuals with elevated BPI stereotyped behavior subscale scores had higher scores on ABC lethargy and stereotypy subscales, while those with elevated BPI aggressive/destructive behavior subscale scores obtained higher scores on ABC irritability, stereotypy and hyperactivity subscales. Multiple regression analyses showed a corresponding pattern of results in the prediction of ABC subscale scores by BPI subscale scores. Exploratory factor analysis of the BPI data suggested a six-factor solution with an aggressive/destructive behavior factor, four factors relating to stereotypy, and one related to stereotypy and self-injury. These results, discussed with reference to Rojahn et al. [Rojahn, J., Aman, M. G., Matson, J. L., & Mayville, E. (2003). The aberrant behavior checklist and the behavior problems inventory: Convergent and divergent validity. Research in Developmental Disabilities, 24, 391-404], support the existence of relationships between specific subscales of the two instruments in addition to an overall association between total scores related to general severity of behavioral disturbance.     

Symptom specificity of adolescents with self-injurious behavior

As an introductory part of the paper, authors give a short overview of existing results in the literature related to self-injurious behaviour and adolescents' deliberate self-harm. In their own random sample study, authors organized a self-report screen (provincial town, 3 educational facilities, 470 pupils aged between 14 and 18 years) by means of the translated version of Ottawa Self Injury Inventory (OSI) used widely in community-based studies in Canada. The Beck Depression Inventory was introduced to measure the key symptoms of depression among youngsters. 26 youngsters were found to have had at least one self-injurious action in their life-time. The authors describe the characteristics of these subjects on the basis of symptom occurrence statistics. Although the depressive symptoms have an expected correlation with the self-injurious ideas, depression does not seem to have the same relationships with the actual self-harm action. The authors attempt to give an explanation of this contradiction.