Abstract: Objective To study the efficacy of folic acid supplementation as an adjuvant therapy in treatment of children with autism participated in structured teaching. Methods The method of open trial was used in this study.66 autistic children participated in structured teaching were divided into folic acid intervention group and control group based on the principle of voluntariness.Developmental progress was measured by Autism Behavior Scale (ABC),Children's Autism Rating Scale (CARS),Autism Treatment Evaluation Checklist (ATEC) and Psychoeducational Profile-Third Edition (PEP-3) before and after 3 months' treatment. Results Compared with 3 months before,the overall scores of ABC,CARS and ATEC of both groups were significantly lower than before (P<0.05),while the scores of all items of PEP-3 scale were higher than before (P<0.05),except for character motor behavior.According to the differentials of each scale before and after treatment,intervention group showed greater progress in language of ATEC and cognition,expressive language and receptive language of PEP-3 scale than those of control group (P<0.05). Conclusions Autism children participated in structured teaching with folic acid intervention presents greater progress in cognition and language than those in independent structured teaching.

Key words: autism, structured teaching, folic acid intervention, therapy

摘要： 目的 探讨叶酸对参与结构化教育的孤独症儿童的辅助治疗效果，为进行靶向营养干预及综合辅助治疗提供科学依据。方法 采用开放性试验方法。随访66名参与结构化教学的孤独症儿童，遵循自愿原则分为叶酸干预组和对照组，采用孤独症行为量表（Autism Behavior Scale,ABC）、儿童孤独症评定量表（Children's Autism Rating Scale,CARS）、孤独症治疗评估量表（Autism Treatment Evaluation Checklist,ATEC）和自闭症儿童心理教育评核第3版（PEP3）对其3个月前后的发育水平进行评估比较。结果 经过3个月的康复训练后，两组儿童ABC、CARS、ATEC量表总分均降低，PEP3量表各项得分（除行为特征非语言外）均有提高，且差异具有统计学意义（P<0.05）；训练前后各量表差值显示，叶酸干预组孤独症儿童ATEC量表中的语言交流项、PEP3量表中的认知、语言理解和语言表达项的差值高于对照组，且差异具有统计学意义（P<0.05）。结论 孤独症儿童在参与结构化教学的同时补充叶酸，对认知和语言交流的改善作用优于单纯参与结构化教学。

关键词: 孤独症, 结构化教学, 叶酸干预, 治疗