| 巩甜甜,巩尊科,杨忠秀,仇爱珍,吴 野,鲍克秀,王 敏.阶梯式家长课堂干预模式对孤独症谱系障碍儿童社交能力和生活自理能力的影响[J].中国康复医学杂志,2023,(10):1408~1413 |
| 阶梯式家长课堂干预模式对孤独症谱系障碍儿童社交能力和生活自理能力的影响 点此下载全文 |
| 巩甜甜 巩尊科 杨忠秀 仇爱珍 吴 野 鲍克秀 王 敏 |
| 徐州医科大学附属徐州市儿童医院，江苏省徐州市，22l000 |
| 基金项目： |
| DOI：10.3969/j.issn.1001-1242.2023.10.012 |
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| 摘要： |
| 摘要
目的：探讨阶梯式家长课堂干预模式和常规康复治疗对孤独症谱系障碍儿童社交能力和生活自理能力的影响。
方法：纳入2020年1月—2021年1月期间我院接诊的40例孤独症谱系障碍儿童作为研究对象，按照随机数表法分为观察组和对照组，对照组20例孤独症谱系障碍儿童接受常规康复训练，观察组20例除给予常规康复训练外，采用阶梯式家长课堂干预模式进行治疗。治疗前和治疗后2组分别采用行为检查量表（autism behavior checklist， ABC）评分、孤独症疗效评估表（autism treatment evaluation checklist， ATEC）评分、儿童孤独症评定量表（childhood autism rating scale， CARS）评分、功能独立性评定量表（functional independence measure for children， WeeFIM）进行评定。
结果：治疗前，两组之间一般资料及相关量表评定均无显著性差异（P>0.05）。治疗后，2组ABC评分均低于治疗前，差异有显著性意义（P<0.05）；治疗后，2组ATEC总分及社交能力得分均低于治疗前，且观察组明显低于对照组，差异有显著性意义（P<0.05）；治疗后，2组CARS总分及人际关系等各维度得分均低于治疗前，且观察组明显低于对照组，差异有显著性意义（P<0.05）；治疗后，2组WeeFIM评分高于治疗前，观察组明显高于对照组，差异有显著性意义（P<0.05）。
结论：阶梯式家长课堂干预模式可提高孤独症谱系障碍儿童社交能力和生活自理能力。 |
| 关键词：家庭 阶梯式家长课堂干预模式 孤独症谱系障碍 社交能力 生活自理 |
| The influence of stepped-type parental classroom intervention mode on children's social and self-care ability with autism Download Fulltext |
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| Xuzhou Children's Hospital， Xuzhou City， Jiangsu，221000 |
| Fund Project: |
| Abstract: |
| Abstract
Objective： To explore the effects of the step-by-step parental classroom intervention model and conventional rehabilitation therapy on the social ability and self-care ability of children with autism.
Method： A total of 40 autistic children admitted to our hospital from January 2020 to January 2021 were included as the research objects and divided into an observation group and a control group according to the random number table method. The 20 children in the control group received routine rehabilitation training and 20 cases in the observation group were treated with a step-by-step parental classroom intervention mode in addition to routine rehabilitation training. Before treatment and after treatment， the two groups were evaluated by behavior checklist （ABC） score， autism efficacy evaluation scale （ATEC） score， childhood autism rating scale （CARS） score， and functional independence assessment scale （WeeFIM）.
Result： Before treatment， there was no statistical difference in general data and related scale evaluation between the two groups （P>0.05）. After treatment， the ABC scores of the two groups were lower than those before treatment， and the difference was statistically significant （P<0.05）. After treatment， the scores of CARS total score and interpersonal relationship of the two groups were lower than those before treatment， and the observation group was significantly lower than the control group with statistically significant difference（P<0.05）. After treatment， the WeeFIM scores of the two groups were higher than those before treatment， and the observation group was significantly higher than the control group with statistically significant difference （P<0.05）.
Conclusion： The step-by-step parental classroom intervention model can improve the social ability and self-care ability of children with autism. |
| Keywords:families stepped-type parental classroom intervention model autism social skills independent living |
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