目的 探索4~15岁孤独症谱系障碍(ASD)儿童中具有学者技能ASD群体的认知行为特征,以进一步了解ASD群体的异质性,并为更好地识别并提供特别教育和干预支持提供科学依据。方法 2018年6月—2019年8月于中山大学附属第三医院儿童发育行为中心以及社会招募4~15岁ASD儿童。根据技能筛查及家长访谈结果,筛选出具有学者技能的ASD儿童(ASD-SS组)共30名,以及不具学者技能的ASD儿童(ASD-NSS组)共26名,使用韦氏智力量表、共情化-系统化特质量表对其认知进行评估,使用孤独症诊断观察量表、重复刻板行为量表对其行为进行评估,采用SPSS 20.0比较两组ASD儿童认知行为特点。结果 1) 认知特点方面,与ASD-NSS组相比,ASD-SS组共情商更低(t=3.59,P<0.05),系统化商更高(t=3.29,P<0.05),共情商及系统化商差异更大(t=5.02,P＜0.05),两组的一般智力水平差异无统计学意义(P＞0.05),但ASD-SS组在积木推理任务中得分明显优于ASD-NSS组(t=2.42, P<0.05);2) 行为特点方面,在局限、重复刻板行为中,ASD-SS组仅局限兴趣行为明显高于ASD-NSS组(Z=2.696, P<0.01),而两组在刻板、自伤、强迫及仪式化行为方面的差异均无统计学意义(P＞0.05)。社交沟通行为方面,两组在社交沟通异常严重程度方面的差异无统计学意义(P＞0.05)。结论 在4~15岁ASD儿童中,ASD-SS儿童在认知方面表现出更优的知觉推理能力,以及更高的系统化和更低的共情化特点;在行为方面,ASD-SS儿童的局限兴趣行为更显著。
Abstract
Objective To explore the cognitive and behavioral characteristics of children with autism spectrum disorder (ASD) who possess savant skills (ASD-SS) aged 4 - 15 years, in order to further understand the heterogeneity within the ASD population and provide a scientific basis for better identification and tailored educational and intervention support. Methods From June 2018 to August 2019, ASD children aged 4 - 15 years were recruited from the Child Development Behavior Center of the Third Affiliated Hospital of Sun Yat-sen University and through community recruitment. Based on skill screening and parental interviews, 30 children with savant skills (ASD-SS group) and 26 children without savant skills (ASD-NSS group) were selected. Cognitive assessments were conducted using the Wechsler Intelligence Scale and the Empathy/Systemizing Quotient (EQ-SQ) scale, while behavioral assessments were performed using the Autism Diagnostic Observation Schedule (ADOS) and the Repetitive Behavior Scale (RBS). SPSS 20.0 was used to compare the cognitive and behavioral characteristics between the two groups. Results 1) Cognitive characteristics: Compared to the ASD-NSS group, the ASD-SS group exhibited significantly lower empathy quotients (t=3.59, P<0.05), higher systemizing quotients (t=3.29, P<0.05), and a greater difference between empathy and systemizing quotients (t=5.02, P<0.05). While there was no significant difference in general intelligence levels between the two groups (P>0.05), the ASD-SS group scored significantly higher in the block design task (t=2.42, P<0.05). 2) Behavioral characteristics: In terms of restricted and repetitive behaviors, the ASD-SS group showed significantly higher levels of restricted interests compared to the ASD-NSS group (Z=2.696, P<0.01), while no significant differences were observed in stereotyped, self-injurious, compulsive, or ritualistic behaviors (P>0.05). Regarding social communication behaviors, there was no significant difference in the severity of social communication abnormalities between the two groups (P>0.05). Conclusions Among children aged 4 - 15 years with ASD, those with savant skills demonstrate superior perceptual reasoning abilities, higher systemizing tendencies, and lower empathy levels in cognitive domains. Behaviorally, they exhibit more pronounced restricted interests.
关键词
孤独症谱系障碍 /
学者技能 /
学者综合征 /
儿童
Key words
autism spectrum disorder /
savant skills /
savant syndrome /
children
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基金
国家自然科学基金面上项目(81873801)
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