论文部分内容阅读
目的:观察结构化教育对儿童孤独症的治疗效果。方法:对48例孤独症患儿实施结构化教育训练,于训练前及训练9个月后采用孤独症儿童行为检查量表(ABC)、孤独症治疗评估量表(ATEC)及儿童孤独症及相关发育障碍心理教育评定量表(中国修订版)(C-PEP)评估疗效。结果:经过9个月的结构化训练,48例孤独症儿童ABC量表各因子得分及量表总分较训练前下降,其中感觉能力、交往能力及自理能力得分训练前后比较差异有统计学意义(P<0.05),运动能力和语言能力得分训练前后比较差异也有统计学意义(P<0.01)。训练后,48例患儿的语言、社交、感知、行为4方面得分及总分均较训练前明显下降(P<0.01)。患儿C-PEP评估各项目分值较训练前显著提高。结论:结构化教育能改善孤独症患儿的症状,是孤独症的有效康复手段之一。
Objective: To observe the therapeutic effects of structured education on children with autism. Methods: Forty-eight cases of autistic children were educated by structured education. Before the training and 9 months after training, autistic behavior checklist (ABC), Autism Treatment Evaluation Scale (ATEC) and children with autism Related Developmental Disabilities Psychological Education Rating Scale (China Revised Edition) (C-PEP) to assess the efficacy. Results: After 9 months of structured training, scores of scores and scales in ABC scale of 48 children with autism decreased compared with before training, and there was significant difference in sensory ability, communication ability and self-care ability score before and after training (P <0.05). There was also significant difference between before and after exercise ability and verbal ability score training (P <0.01). After training, the scores of 4 aspects of language, social, perception and behavior of 48 children were significantly lower than those before training (P <0.01). Children’s C-PEP assessment scores significantly increased compared with those before training. Conclusion: Structured education can improve the symptoms of autistic children and is one of the effective means of rehabilitation of autism.