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| Medical-educational combination intervention model for children with attention-deficit/hyperactivity disorder |
| ZHANG Xiaolin1, ZHANG Yiwen1 , MA Jun1, WU Zengqiang2, MA Zhenzhen2, WANG Hui3, ZHANG Qina4 |
| 1.Shanghai Children,s Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200127, China; 2.Shanghai Academy of Educational Sciences, Shanghai 200032, China; 3.The First Central Primary School of Jing,an District of Shanghai, Shanghai 200040, China; 4. Shanghai Huagao Primary School, Pudong New Area, Shanghai 200120, China |
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Abstract Objective To study the intervention model of cooperation in medical services and school health systems to care for attention-deficit/hyperactivity disorder(ADHD)children,s mental health. Methods Schools with medical-educational combination were selected as the intervention group. Besides medication, they got individualized interventions, such as group play therapy, behavior therapy, language therapy, and trainings about ADHD knowledge for school teachers and parents with ADHD children. The control group was ADHD patients from our clinic. Children with ADHD in the control group only got routine treatment and follow-up in our clinic. Treatment time was 8 weeks. The Chinese version of the Swanson, Nolan, and Pelham, version Ⅳ (SNAP-Ⅳ) scale,strengths and difficulties questionnaire, self-esteem scale, and school achievement questionnaire(teacher version) were reassessed at the end of the intervention. Through self-control and comparing to the control group, the statistical analysis of the results was condcucted. Results After the intervention, the hyperactivity/impulsivity, attention deficit, and behavioral problems of the ADHD children in the intervention group and the control group before and after treatment were significantly improved. Compared with the control group, these symptoms as mentioned above were improved more significantly in the intervention group (P<0.05). In the intervention group, the oppositional defiance, total psychological behavior problems, self-esteem, and academic performance of ADHD children were significantly improved (P<0.05), while in the control group no improvement was observed (P>0.05). Conclusion The model of cooperation in medical services and school health systems to care for ADHD children,s mental health in Shanghai is feasible and effective.
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