文献类型：期刊文献

中文题名：基于ICF构建学习障碍儿童功能分析与运动康复方案研究

英文题名：Analysis of Functioning and Design of Individualized Rehabilitation Protocol for Children with Learning Disability Using ICF

作者：杨宝仪[1,2,3];姜静远[1,2,3];戴栖[1];王国祥[1,2,3];邱卓英[2,3,4,5];蔡赓[1,2,3];孙慧珍[6];杨剑[2,3,7];王少璞[2,8];朱婷[3,9];李安巧[2,3];郝传萍[2,3,10];张萌[1,2,3];周晟[1,2,3];汤修齐[2,3,11];刘静[2,3,11]

第一作者：杨宝仪

机构：[1]苏州大学体育学院/运动康复研究中心,江苏苏州市215021;[2]中国ICF研究院,山东潍坊市261000;[3]世界卫生组织国际分类家族中国合作中心,北京市100068;[4]中国康复研究中心/中国康复科学所,北京市100068;[5]康复大学,山东青岛市266071;[6]苏州高新区人民医院,江苏苏州市215129;[7]华东师范大学体育与健康学院,青少年健康评价与运动干预教育部重点实验室,上海市200241;[8]广东体育职业学院,广东广州市510000;[9]深圳市龙岗区特殊教育学校,广东深圳市518000;[10]北京联合大学特殊教育学院,北京市100075;[11]武汉理工大学体育部体育科学研究所,湖北武汉市430070

第一机构：苏州大学体育学院/运动康复研究中心,江苏苏州市215021

年份：2021

卷号：27

期号：12

起止页码：1384-1392

中文期刊名：中国康复理论与实践

外文期刊名：Chinese Journal of Rehabilitation Theory and Practice

收录：CSTPCD;;北大核心:【北大核心2020】；CSCD:【CSCD2021_2022】；

基金：国家社会科学基金项目(No.19BTY125)。

语种：中文

中文关键词：国际功能、残疾和健康分类;学习障碍;运动康复

外文关键词：International Classification of Functioning;Disability and Health;learning disability;exercise rehabilitation

摘要：目的应用《国际功能、残疾和健康分类》(ICF)对学习障碍儿童的整体功能特点进行分析,并制定个别化运动康复方案。方法基于ICF的理论架构和ICD-11的疾病诊断,从儿童发展和成长的角度,对学习障碍儿童的认知、理解、注意和思维等功能进行分析,并根据"生物-心理-社会"的健康模式及身体活动的身心交互理论,构建针对学习障碍儿童以功能为导向的个别化运动康复方案。结果学习障碍儿童的身体功能障碍集中表现在精神功能方面,在活动和参与方面体现为学习和应用知识、完成一般任务、与人交流等的活动受限和参与局限,且学校环境中的教育用品和技术及其服务、政策和体制等因素也都会影响学习障碍儿童。运动康复有利于学习障碍儿童改善精神和运动功能,并有效提升智力、认知、注意力、沟通、活动等能力,促进儿童全面发展。根据《WHO关于身体活动和久坐行为的指南》以及相关国家身体活动指南中针对儿童的部分,选取适合学习障碍儿童的运动方案,进行中等强度到高强度的身体活动至少每天60 min,以及每周不少于3次的高强度训练,配合适宜的体育游戏和休闲体育活动可有效改善学习效果,降低学习障碍影响。结论运用ICD-11和ICF对学习障碍儿童的疾病、功能障碍和运动特点进行系统分析,基于身心交互作用理论和ICF的生物-心理-社会的健康模式,建立了整体康复和功能导向的运动康复方案,这些方案推荐每天进行至少60 min的中等强度身体活动,包括有氧运动和体育游戏等,以及每周至少3次且时长不低于30 min的高强度身体活动,包括肌力训练和体育竞赛等。结合儿童的学习障碍和运动功能特点,制定基于功能的个别化运动康复方案,可有效改善学习障碍儿童认知、注意和思维等功能,改善学习障碍,促进儿童的全面发展。
Objective To analyze the overall functioning of children with learning disabilities, and develop individualized exercise rehabilitation protocol using International Classification of Functioning, Disability and Health(ICF).Methods Based on the theoretical framework of ICF and the disease diagnosis of International Classification of Diseases(ICD-11), and with the perspective of child development, the functional profiles of cognition, understanding, attention, thinking, motor, and activity and participation of children with learning disabilities were analyzed. A function-oriented and individulized exercise rehabilitation protocol for children with learning disabilities was constructed in light of ICF bio-psycho-social health paradignm and the theory of somatic and mental interaction.Results The functional performance of children with learning disabilities mainly demonstrated in mental dysfunction in physical functioning in the activities and participation limitations, such as learning and applying knowledge, general tasks and demands, and communication. For the environment factors, products and technology for education,products and technology for culture, recreation and sports, and services, systems and policies could also affect children with learning disabilities. Physical activity was beneficial for children with learning disabilities to improve mental and motor functioning and to effectively enhance intellectual, cognitive, attentional, communication, and mobility skills for the overall development of the children. Physical activity for children with learning disabilities was selected according to WHO guidelines for physical activity and sedentary behavior for children,and moderate to vigorous physical activity for at least 60 minutes, as well as high-intensity training no less than three times a week, together with appropriate physical games and leisure physical activities could effectively improve learning outcomes and reduce learning disabilities.Conclusion The health condition, functioning and motor development of children with learning disability had been analyzed using ICD-11 and ICF, and with the theories of somatic and metal interaction and ICF bio-psycho-social model, the holistic and function-oriented exercise rehabilitation program was developed that recommended at least 60 minutes of moderate intensity physical activity, including aerobic exercise and physical games, per day,and at least three times a week of high intensity physical activity of no less than 30 minutes, including plyometrics and physical competition. The development of individualized function-based exercise rehabilitation programs incorporating the learning disability and motor function characteristics of children could effectively improve the cognitive, attentional, and thinking functions of children with learning disabilities, reduce learning disabilities, and promote the overall development of children.