文章摘要
巩甜甜,巩尊科,仇爱珍,等.基于视频反馈的家庭综合干预对孤独症谱系障碍儿童的影响[J].中华物理医学与康复杂志,2024,46(12):1112-1116
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基于视频反馈的家庭综合干预对孤独症谱系障碍儿童的影响
  
DOI:10.3760/cma.j.cn421666-20240131-00106
中文关键词: 家庭综合干预模式  孤独症谱系障碍  社交能力  视频反馈  认知功能
英文关键词: Autism spectrum disorder  Social skills  Video feedback  Cognition
基金项目:
作者单位
巩甜甜 徐州医科大学附属徐州儿童医院康复科 徐州 221000 
巩尊科 徐州医科大学附属徐州康复医院康复医学科 徐州 221000 
仇爱珍 徐州医科大学附属徐州儿童医院康复科 徐州 221000 
倪娜 徐州医科大学附属徐州儿童医院康复科 徐州 221000 
鲍克秀 徐州医科大学附属徐州儿童医院康复科 徐州 221000 
王敏 徐州医科大学附属徐州儿童医院康复科 徐州 221000 
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中文摘要:
      目的 观察基于视频反馈的家庭综合干预对孤独症谱系障碍(ASD)儿童社交、认知及精细功能的影响。 方法 选取50例ASD患儿作为研究对象,按照随机数字表法将其分为对照组和观察组,每组25例。2组患儿均接受常规康复训练,对照组在此基础上增加家庭综合干预,观察组在常规康复基础上增加视频反馈下的家庭综合干预。治疗前和治疗6个月后(治疗后),采用心理教育量表第3版(PEP-3)、孤独症行为检查量表(ABC)、儿童孤独症评定量表(CARS)、孤独症治疗评估量表(ATEC)、0~6岁儿童神经心理发育量表(简称儿心量表),对2组患儿的社交、认知及精细功能开展评定。 结果 治疗前,2组患儿的PEP-3、ABC、CARS、ATEC、儿心量表评分比较,差异无统计学意义(P>0.05)。与组内治疗前比较,2组患儿治疗后PEP-3、ABC、CARS、ATEC、儿心量表评分均有所改善(P<0.05)。与对照组治疗后同指标比较,观察组患儿PEP-3中社交互动[(12.64±2.27)分]、认知[(10.20±1.60)分]、个人生活自理[(14.80±1.55)分]评分较高,ABC[(63.32±0.98)分]、CARS[(33.04±0.93)分]评分较低,ATEC中交流[(17.12±0.88)分]、感觉[(23.28±1.17)分]、社交[(28.32±1.57)分]、行为[(57.68±0.90)分]评分较低,儿心量表中精细动作[(70.92±1.70)分]、适应能力[(67.28±2.31)分]、语言[(60.28±1.48)分]、个人-社交行为能力[(62.80±1.19)分]评分较高,差异有统计学意义(P<0.05)。 结论 基于视频反馈的家庭综合干预可以有效改善ASD儿童的社交与认知能力,提升精细功能。
英文摘要:
      Objective To observe the impact of a home-based intervention based on video feedback on the social, cognitive and fine motor skills of children with autism spectrum disorder (ASD). Methods Fifty children with ASD were randomly divided into a control group and an observation group, each of 25. In addition to conventional rehabilitation training, the control group received routine comprehensive family intervention, while the observation group′s family intervention used video feedback. Before and after 6 months, all of the children′s social, cognitive and fine motor skills were assessed using the Psychoeducational Profile instrument (PEP-3), an aberrant behavior checklist (ABC), the Childhood Autism Rating Scale (CARS), an autism treatment evaluation checklist (ATEC) and a neuropsychological development scale (CNDS) for children up to 6 years old. Results Before the treatment there was no significant difference between the 2 groups in any of the measurements. Afterward, significant improvement was observed in all of the measurements in both groups. After the treatment, however, the experimental group′s average social interaction, cognition and personal self-care scores on the PEP-3 scale, as well as their average fine motor skill, adaptive capacity, language use and personal social ability were all significantly better than the control group′s averages. At the same time, the experimental group′s average ABC, CARS, communication, sensation, social ability and behavior results were significantly better. Conclusions Video feedback can effectively improve family interventions stimulating the social and cognitive abilities of children with ASD, as well as their fine motor skills.
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