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针对聋盲儿童的干预措施——一项综合综述。

Interventions for children with deafblindness-An integrative review.

作者信息

Sundqvist Ann-Sofie, Wahlqvist Moa, Anderzén-Carlsson Agneta, Olsson Emma

机构信息

University Health Care Research Centre, Faculty of Medicine and Health, Örebro University, Örebro, Sweden.

Audiological Research Centre, Faculty of Medicine and Health, Örebro University, Örebro, Sweden.

出版信息

Child Care Health Dev. 2023 May;49(3):407-430. doi: 10.1111/cch.13060. Epub 2022 Sep 27.

Abstract

BACKGROUND

Deafblindness is a rare condition, and its prevalence has been reported to be approximately 1 in 27 000 new-borns worldwide. For individuals with deafblindness, lifelong interventions and support are needed to be able to develop communication, be active and preserve a good quality of life. Because little is known about what kind of support and interventions can be offered to children with deafblindness, the aim was to summarize and disseminate research findings regarding this topic.

METHODS

Integrative review principles were employed. Systematic searches in eight databases and additional manual searches were conducted. The inclusion criteria were as follows: original studies published between 2000 and 2021 examining either interventions for children between 0 and 18 years of age with deafblindness or interventions aimed at children with deafblindness but offered to their relatives or professionals working with them. Studies on support for family members were also sought. Study characteristics were described, and key findings were synthesized into categories based on their similarities.

RESULTS

Of the 6268 identified original studies, 32 were included. The key outcomes from the included studies were synthesized into three categories, with two categories illustrating the goal/intention of the intervention (social interaction and communication, motivation and participation) and one focusing on or identifying the action taken to benefit the child (adaptation of the educational environment). Social interaction and communication was the dominant category, covering 24 of the 32 included studies.

CONCLUSIONS

This review concludes that there are a limited number of evaluated interventions for children with deafblindness. In many cases, the interventions were adapted to the individual child's needs, and most of them were found within the area of social interaction and communication. More research is needed to strengthen the level of evidence for interventions for children with deafblindness.

摘要

背景

聋盲是一种罕见病症,据报道其在全球新生儿中的患病率约为两万七千分之一。对于患有聋盲症的个体而言,需要终身干预和支持才能发展沟通能力、保持活跃并维持良好的生活质量。由于对于可为聋盲儿童提供何种支持和干预措施知之甚少,本研究旨在总结并传播关于该主题的研究结果。

方法

采用综合综述原则。在八个数据库中进行了系统检索,并进行了额外的手工检索。纳入标准如下:2000年至2021年间发表的原创性研究,研究对象为0至18岁的聋盲儿童的干预措施,或针对聋盲儿童但提供给其亲属或与之合作的专业人员的干预措施。也检索了关于对家庭成员支持的研究。描述了研究特征,并根据其相似性将主要研究结果归纳为几类。

结果

在6268项已识别的原创性研究中,纳入了32项。纳入研究的主要结果归纳为三类,其中两类阐述了干预的目标/意图(社交互动与沟通、动机与参与),一类关注或确定为使儿童受益而采取的行动(教育环境的调整)。社交互动与沟通是主导类别,涵盖了32项纳入研究中的24项。

结论

本综述得出结论,针对聋盲儿童的评估干预措施数量有限。在许多情况下,干预措施是根据每个儿童的需求进行调整的,并且大多数干预措施都属于社交互动与沟通领域。需要更多研究来加强针对聋盲儿童干预措施的证据水平。

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