目的:探索早期干预对智能发育迟缓儿智能发育的影响,为临床进行有效的防治提供依据。方法:35例参加智力干预指导的患儿为干预组,35例因多种因素未能参加智力干预指导的婴儿作为对照组。通过早期智力干预指导对干预组患儿进行干预,定期随访,以Gesell发育量表测定发育商(DQ),根据评估结果进一步指导干预。结果:3月龄时两组患儿适应性、精细动作、语言、个人-社交四个能区的发育商差异无统计学意义(P>0.05),12月龄时两组患儿四个能区的发育商差异有统计学意义(P<0.05),干预组高于对照组。两组患儿发育商(DQ)差值比较发现,干预组精细动作、适应性、语言、个人-社交四大能区高于对照组,差异有统计学意义(P<0.05或P<0.01)。结论:智能发育迟缓儿进行早期干预,可明显促进其认知水平,减少伤残发生。 Objective: To explore the impact of early intervention on the intellectual development of children with mental retardation, and to provide evidence for clinical prevention and treatment. Methods: Thirty-five children participating in the intervention of mental intervention were intervention group, and 35 infants who were unable to participate in the guidance of mental intervention due to various factors were taken as the control group. Interventions of intervention group were followed up by regular intelligence intervention. Periodic follow-up was followed. The DQ was determined by Gesell developmental scale and the intervention was further guided by the assessment results. Results: At 3 months of age, there was no significant difference between the two groups in terms of adaptability, fine motor performance, language, and personal-social development (P> 0.05). At 12 months of age, There were significant differences in developmental traders in the district (P <0.05), and the intervention group was higher than the control group. The difference between the two groups of children’s developmental providers (DQ) showed that the intervention group had higher fine motor ability, adaptability, language and personal-social ability than the control group (P <0.05 or P <0.01) . Conclusion: Early intervention in retarded children with mental retardation can obviously promote their cognition and reduce disability.