Objective:To probe the curative effects and functional mechanism of integrated interference on children with learning disability.Methods:31children with learning disability have been treated for a year with a combination of methods such as cognitive training,behavior interference and training of all thesenses.During the different periods of treatment,results were recorded and measured. Resrlts:After one year’s integrated treatment of interference,the resultsacquired through Raven Standard Reasoning Test and Beery’s integrated-skill test of children’s vision and movements have greatly improved; errors made in thevisional attention test were dropped dramatically; and the scope of hearing and memory were obviously improved. The excessive exponent measured by Coroner’sForm has decreased; the results obtained by means of the nine factors provided by CBCL to examine psychological behavior have dropped respectively during thedifferent periods of treatment; and 87% of the children have made progress in their studies.Conclusion:The integrated interference by means of cognitive training,behavioral interference and the training of all the senses have produced a good and persistent effect on children with learning disability. The methods of integrated interference, having take into consideration the characteristics of children’s cognition, psychology and emotions, have worked together to bring about the results.

Objective:To investigate the features of children's visual cognitive function of attention deficit hyperactivity disorder (ADHD).Methods:By Benton Visual Retention Test (BVRT) including three means of C, D, and E, Trail Making Test, and Symbol-Digit Modalities Test (SDMT), 50 cases of ADHD and 50 cases of normal children were examined in their visual consciousness, visual memory, visual space structure, visual motion attention, and visual scanning et al.Results:①By the means of BVRT, the correct score was significantly lower in ADHD group (4.9?2.0)than in control group(7.7?1.4, t=8.00,P