摘要
目的:研究自然情境下的结构化教学模式对孤独症谱系障碍(ASD)儿童的影响。方法:将40例ASD儿童随机分为对照组和观察组各20例。对照组接受常规康复治疗,观察组在此基础上接受自然情境下的结构化教学模式治疗。治疗前后分别采用儿童期孤独症评定量表(CARS)、孤独症治疗评估量表(ATEC),儿童功能独立性评定量表(WeeFIM)进行评估。结果:治疗后,2组CARS、ATEC评分均较治疗前明显降低(P<0.01),且观察组CARS、ATEC的语言、社交、感知觉及总分均低于对照组(P<0.05);治疗后,2组WeeFIM评分较治疗前明显升高(P<0.01),且观察组WeeFIM的认知功能评分及总分均高于对照组(P<0.01)。结论:自然情境下的结构化教学模式可以有效改善ASD患儿的语言、社交和认知功能。
Objective:To study the effects of structured teaching models in natural situations on children with autism spectrum disorders(ASD).Methods:All 40 children with ASD were randomly divided into the control group(n=20)and the observation group(n=20).The control group received conventional rehabilitation treatment,and the observation group received structured teaching mode treatment in the natural situation.Before and after treatment,Childhood Autism Rating Scale(CARS),Autism Treatment Evaluation Checklist(ATEC),and Child Functional Independence Assessment Scale(WeeFIM)were used for assessments.Results:There was no significant difference in CARS,ATEC and WeeFIM scores between the two groups before treatment(P>0.05).After treatment,CARS and ATEC scores decreased significantly(P<0.01).Moreover,CARS,and the language,social interaction,sensory perception and total score of ATEC in the observation group were lower than those in the control group(P<0.05).WeeFIM scores were significantly higher after treatment(P<0.01).The cognitive function and total score of WeeFIM in the observation group were higher than that in the control group(P<0.01).Conclusion:Structured teaching models in natural situations can effectively improve language,social and cognitive functions in children with ASD.
作者
张亚男
刘鹏
王海侠
巩尊科
苏春
邵磊
贾梦怡
田斯辕
Zhang Yanan;Liu Peng;Wang Haixia(Department of Rehabilitation Medicine,Xuzhou Central Hospital,Xuzhou 221009,China)
出处
《中国康复》
2024年第1期32-35,共4页
Chinese Journal of Rehabilitation
关键词
孤独症谱系障碍
儿童
自然情境
结构化教学
康复
autism spectrum disorder
children
the natural situation
structured teaching
rehabilitation
作者简介
张亚男(1986-),女,副主任技师,主要从事特殊儿童临床康复与研究;通讯作者:刘鹏,502433033@qq.com。
