Gluckman S, Barling J
J Genet Psychol. 1980 Jun;136(2d Half):195-202. doi: 10.1080/00221325.1980.10534113.
Most studies dealing with spina bifida children concentrate on medical or physical factors, largely ignoring any psychosocial and educational consequences. The present study assessed the effect of a remedial program on visual-motor perception in spina bifida children. Thirty-six spina bifida boys and girls (mean age 82.87 months) with a myelomeningocele and an associated hydrocephalus were assigned randomly to either a control, attention-placebo, or experimental group. Following the administration of the Frostig Program for the Development of Visual Perception, the experimental group significantly improved on a global index of visual perception and the five subtests of Frostig's Development Test of Visual Perception; at a maintenance test two months later, all treatment gains (except on the visual spatial perception subtest) were still evident. These results are discussed in terms of the provision of remedial education for spina bifida children, and a possible cognitive mechanism mediating the behavioral change in the experimental group.
大多数针对脊柱裂儿童的研究都集中在医学或身体因素上，很大程度上忽略了任何心理社会和教育方面的后果。本研究评估了一个补救计划对脊柱裂儿童视觉运动感知的影响。三十六名患有脊髓脊膜膨出和相关脑积水的脊柱裂男孩和女孩（平均年龄82.87个月）被随机分配到对照组、注意力安慰剂组或实验组。在实施弗罗斯蒂格视觉感知发展计划后，实验组在视觉感知的整体指标和弗罗斯蒂格视觉感知发展测试的五个子测试中均有显著改善；在两个月后的维持测试中，所有治疗效果（视觉空间感知子测试除外）仍然明显。本文从为脊柱裂儿童提供补救教育以及可能介导实验组行为变化的认知机制方面对这些结果进行了讨论。
