The Effect Of Montessori Language Education Method On The Intervention Of Speech Ability In Elderly With Mild Cognitive Impairment

Objective: This study applied the Montessori language education method to design an intervention program suitable for the elderly with mild cognitive impairment(Mild cognitive impairment,MCI),and explored the improvement effect of the Montessori language education method on the speech ability of the MCI elderly.Methods: Based on life-long development psychology and Montessori language education method theory,The Montessori language education method intervention program is constructed and implemented on the basis of the current situation investigation,document compilation,and preliminary tests.From September 2018 to March 2019,56 elderly MCI elderly people who were admitted to the Chongyang elderly apartment in Guangxi and met the inclusion and exclusion criteria were randomly divided into a control group and an intervention group,each with 28 cases in each group.The control group received routine language rehabilitation training,and the intervention group received Montessori language education intervention on the basis of routine training.One-to-one intervention was adopted.The total duration of each intervention was 12 weeks,and the frequency of intervention was 5 times / weeks,1 time / day,and 30 min / time.Collect general information of patients before intervention,use Mo CA,MMSE scale for cognitive screening,use CRRCAE scale,BDAE scale for speech function assessment;after 12 weeks of intervention and 4 weeks after the end ofintervention,use CRRCAE scale,BDAE scale for speech function score.The data were analyzed by SPSS 24.0 statistical software.Counting data are described by the percentage,frequency and number of cases.Measurement data are described using(±s).For comparison between the two groups,data that meet the normal distribution were compared using two independent sample t tests;non-normal distribution data were tested using the non-parametric rank sum test.Repeated measures analysis of variance was used to compare the changes in speech ability at three different time points before the intervention,12 weeks after the intervention,and 4 weeks after the intervention.The significance level of all the statistical tests above is statistically significant with P <0.05.Results: During the intervention,3 cases were lost to follow-up,and finally53 cases were included,including 26 cases in the control group and 27 cases in the intervention group.(1)Comparison of CRRCAE total score and various dimensions: The CRCRAE total score and listening comprehension ability,retelling ability,speaking ability,reading ability,transcription ability and description ability of the intervention group showed an upward trend compared with before the intervention,and the difference was statistically(P<0.05),the interaction effect of different time points and groups shows that the total score of CRRCAE scale and the scores of all dimensions(except dictation ability and calculation ability)are statistically significant(P <0.05),indicating that the intervention time and method exist Interaction effects can be considered as different groupings,different time,and the intervention effect of speech ability is different,and the intervention group is better than the control group.(2)Speech grade division of BDAE scale: before intervention,there was no statistically significant difference in grade division between the two groups(P> 0.05);at the 12 th week of intervention and at the4 th week after the intervention,the difference was statistically significant(P<0.05).Conclusion: The Montessori language education method intervention program is suitable for MCI seniors and is easily accepted by MCI seniors.The intervention program can improve the speech communication attitude.Speech expressive ability and speech grade of the MCI elderly,but the effect on improving writing and calculation ability is not obvious,and the persistence of the intervention effect still needs to be further explored.