影响孤独症谱系障碍儿童短期转归因素的初步探讨
- 王媛,王吉,梁爽,王佳,孙彩虹,武丽杰
作者信息
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Preliminary study on influencing factors of short-term outcome in children with autism spectrum disorder.
- WANG Yuan,WANG Ji,LIANG Shuang,WANG Jia,SUN Cai-hong,WU Li-jie.
Author information
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文章历史
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摘要
目的 探讨孤独症谱系障碍(autism spectrum disorder,ASD)儿童干预过程中转归的影响因素,为更好地建立综合干预模式提供依据。 方法 收集ASD患儿发育水平(DQ)、沟通能力、行为问题及转归等相关信息,并进行6个月短期追踪,在干预前后进行0、3、6个月共3次评估。 结果 干预6个月与干预0个月相比,PEP-3的沟通和行为变化显著(F=43.61,12.26,P均<0.01)。干预时间越长,患儿的沟通和行为能力的良好转归就越显著(β=3.885 2、5.163 9,P均<0.01)。初始DQ、康复训练持续性和干预训练强度对沟通转归起正性作用(β=0.265 5、0.905 9、0.028 4,P均<0.05);初始DQ、配合家庭训练对行为的转归起正性作用(β=0.227 8、3.889 2,P均<0.01)。 结论 6个月短期干预后,患儿沟通能力和行为特征均有明显改善。初始发育水平、训练持续性和持久性、训练强度、配合家庭训练与否均对其转归有着极为重要的影响。
Abstract
Objective To find out the influencing factors of the short-term intervention outcome for the children with autism spectrum disorder (ASD),and provide a basis for establishing a comprehensive intervention model. Methods The children with ASD were recruited and their information were collected,including DQ level,communication,aberrant behavior and outcome.All ASD patients were followed up for 6 months and they were administered assessments in 0,3 and 6 months after intervention,respectively. Results After intervention 6 months,PEP-3 communication and behavior changed significantly(F=43.61,12.26,all P<0.01).The longer of intervention duration,the better of patients' outcome in communication and behavioral abilities(β=3.885 2,5.163 9,all P<0.01).Initial DQ and training intensity had positive effects on communication outcome(β=0.265 5,0.905 9,0.028 4,all P<0.05),inversely,uncontinuous training played a negative role(β=-0.876 2,P<0.01).Initial DQ and family training had positive effects on behavior outcome (β=0.227 8,3.889 2,all P<0.01). Conclusion There are significant improvements after short-term intervention for six months.Initial DQ,continuous training,training intensity and family training play extremely important roles to intervention outcomes.
关键词
Key words
autism spectrum disorder / communication skills / behavioral characteristics / longitudinal survey
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参考文献
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[2] Helt M,Kelley E,Kinsbourne M,et al.Can children autism recover if so,How?[J].Neuropsychol Rev,2008,18(4):339-66.
[3] 中国卫生部.儿童孤独症康复诊疗指南[S].北京.2010.
[4] 香港协康会.自闭症儿童训练指南(1-4)[S],香港.1997.
[5] Eikeseth S.Outcome of comprehensive psycho-educational interventions for young children with autism[J].Research In Developmental Disabilities,2009,30(1):158-178.
[6] BaghdadliA,Picot M-C.What happens to children with PDD when they grow up? Prospective follow-up of 219 children from preschool age to mind-childhood[J].Acta Psychiatr Scand,2007,115(5):403-412.
[7] Iiiana M,Tony C,Patricia H,et al.A two-year prospective follow-up study of community-based early intensive behavioural intervention and specialist nursery provison for children with autism spectrum disorders[J].Child Psychology,2007,48(8):803-812.
[8] Mayo J,Chlebowski C,Fein DA,et al.Age of first words predicts cognitive ability and adaptive skills in children with ASD[J].Autism Dev Disord,2012,43(2):253-64.
[9] Landa RJ.Diagnosis of autism spectrum disorders in the first 3 years of life[J].Nature Clinical Practice Neurology,2008,4(3):138-147.
[10] David H,Alan K,Heidi C,et al.Outcomes of a family-centered transtition process for students with autism spectrum disorders[J].Focus Autism Other Dev Disabl,2012,27(1):42-50.
[11] 郭得华,周群,吴连春.孤独症儿童心理干预[J].中国儿童保健杂志,2010.18(4):318-321.
[12] 武丽杰.孤独症儿童的预后及影响因素[J].中国学校卫生,2010,31(2):129-130.
基金
国家自然科学基金项目(81072298); 黑龙江省教育厅项目(12531409)
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