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The subject of learning disabilities (learning disability, hereinafter referred to as LD) children of P300, P300 and explore the as intervention efficacy evaluation value. At the same time to explore children with learning disabilities mode reversal visual evoked potentials (Patten Reverse Visual evoked potential, hereinafter referred to as PRVEP) characteristic changes. The first part of learning disabilities children event-related potentials P300 Objective: To study the characteristics of the handicapped children of P300 to understand LD children by the intervention of the indicators of the P300 whether there is a change to explore the P300 in the evaluation of LD children's cognitive function and intervention efficacy value. Methods: ICD10 learning disabilities diagnostic criteria, combined with the Wechsler Intelligence Scale scores and academic achievement into the group learning disabilities group, a total of 59 people, age 6-10; 6-10 years old normal children of normal control group from the ordinary primary A total of 40 people. All children Wechsler scale intelligence quotient (IQ) gt; 70 points, all objects P300 test. Appropriate intervention, learning disabilities group of children after 3 months follow-up test two groups of children P300 again. Results: (1) learning disabilities before the intervention group and the normal control group P300 ingredients, the results showed learning disabilities group of children P2, N2, P3 latency than the control group extended latency (ms) were 173.962 ± 31.106,227.461 ± 33.390,325.035 ± 33.073, normal control group 159.175 ± 28.968,210.860 ± 25.408,298.068 ± 18.933, the difference was statistically significant, P lt; 0.05. Learning disabilities group of children amplitude of P3 compared with control group reduced its volatility (UV) 8.187 ± 4.867 in the control group was 10.319 ± 4.722, the difference was statistically significant P lt; 0.05. (2) two groups of children before and after 3 months P300 changes: (1) learning disabilities group 3 months after the intervention of P2, N2, P3 latency (ms) retest were 152.488 ± 27.249,207.644 ± 27.659,291.713 ± 30.883, are than before the intervention to shorten the difference is statistically very significant, P values ??were lt; 0.01. The amplitude of P3 (UV) after the intervention retest to 8.514 ± 5.188, compared with before the intervention increases, but does not reach statistically significant P GT; 0.05. (2) normal control group after 3 months P300 retest P2, N2, P3 latency (ms) of 154.385 ± 23.771,200.738 ± 26.439,297.950 ± 17.652 on P3 Volatility (UV) 10.020 ± 5.748, and 3 months Before comparison, the difference was no statistically significant P GT; 0.05. Conclusions: 1. Learning impaired children P300 component abnormalities, latency, low volatility, suggesting that learning disorder children with cognitive function defects. Intervention can promote the development of children's cognitive learning disabilities, thereby improving the exception of P300 potentials, should be early intervention. Event-related brain potential P300 can be used as a clinical evaluation of learning disabled children auditory cognitive function EEG physiological indicators. The second part of the visual evoked potential of children with learning disabilities Objective: to understand children with learning disabilities in five different spatial frequency stimulation pattern reversal visual evoked the characteristics of the potential (PRVEP), explore PRVEP children with learning disabilities visual perception evaluation of the ability application value. Methods: ICD10 learning disabilities diagnostic criteria, combined with the Wechsler Intelligence Scale scores and academic achievement into the group learning disabilities group, a total of 42 people, age 6-10; 6-10 years old normal children of normal control group from the ordinary primary A total of 37 people. Children Wechsler Intelligence Scale and visual evoked potential test for all objects. Using a viewing angle of 108 ', 54', 27 ', 13', 7 'size five different spatial frequency Othello disc box flip stimulate the production of VEP wave, recording and analyzing the P100 wave latency and amplitude. Results: 1. (1) in five different spatial frequency from a low spatial frequency to a high spatial frequency of the two groups of children have a wave, two groups of children incubation were prolonged with increasing spatial frequency, the control group P100 latency (ms) were 101.297 ± 4.179,102.426 ± 4.030,103.601 ± 5.291,109.655 ± 6.884,118.635 ± 6.679; learning disabilities group P100 latency (ms) were 102.857 ± 4.182,103.816 ± 4.284,107.018 ± 6.297,113.464, ± 9.291,125.226 ± 11.676. (2) With the increase of the spatial frequency, the two groups of children P100 volatility decreases. Control group P100 volatility (UV) were 20.208 ± 8.539,18.939 ± 7.457,17.731 ± 8.902,16.225 ± 9.214,12.282 ± 7.334; learning disabilities group P100 wave amplitude (UV) were 18.965 ± 8.169,17.286 ± 7.713, extend 14.164 ± 8.299,12.901 ± 9.881,9.213 ± 6.818. 2.5 a different spatial frequency stimulation of P100 wave latency learning disability group than the control group, the difference was significant statistically significant, P lt; 0.05. 5 different P100 wave amplitude of the spatial frequency of stimulation learning disabilities group lower than those in the control group, in a viewing angle of 27 ', 13', 7 'three spatial frequency stimulation of the P100 wave amplitude significant difference between the two groups P lt; 0.05; 108 'and 54' in this two spatial frequency stimulation amplitude of P100 wave was no significant difference between the two groups, P GT; 0.05. Conclusion pattern reversal visual evoked potential P100 wave latency as the spatial frequency increases gradually extended, the amplitude gradually decreases, suggesting that the ability to process information in different spatial frequency. Learning disabilities in the high spatial frequency stimulation of the P100 wave amplitude than children in five different spatial frequency stimulation the induced P100 wave latency prolonged than those of normal children, the difference is more obvious than the low spatial frequencies at high spatial frequencies; The reduced normal children, children with learning disabilities retinal ganglion cells to the visual center of information processing speed slows down conduction weakened, abnormal visual cognitive abilities. Pattern reversal visual evoked potentials as a clinical evaluation of the P100 wave EEG physiological indicators of visual cognitive function in learning disabled children.
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