Effect of treatment and education of autistic and related communication-handicappedchildren-based training on the rehabilitation of autism children

doi:10.11852/zgetbjzz2018-0680

Abstract

Abstract: Objective To compare the difference on the effect between treatment and education of autistic and related communication-handicapped children(TEACCH)and conventional rehabilitation training for autistic spectrum disorder(ASD) children,in order to provide guidance for the rehabilitation treatment program of ASD children. Methods A total of 80 ASD children in child rehabilitation department of Linyi People's Hospital were randomly divided into TEACCH group and conventional rehabilitation group from March 2015 to December 2016. All participants were assessed by Psychoeducational Profile (third edition) (PEP-3),and the results were compared before rehabilitation treatment,3 months and 6 months after the training. Results After 3 months of training,many aspects improved significantly in TEACCH group than the conventional rehabilitation group,including emotional expression(t=2.264),nonverbal behavior(t=2.706),verbal behavior(t=2.210),personal self-care(t=3.328),adaptive behaviors(t=2.090)and overall behavioral characteristics(t=2.254)(P＜0.05).After six months of training,cognition(t=2.552),language comprehension(t=2.699),emotional expression(t=2.649),nonverbal behavior(t=2.524),verbal behavior(t=2.605),personal self-care(t=3.129),adaptive behaviors(t=2.055) and overall behavioral characteristics(t=2.583) in TEACCH group were significantly higher than those in the conventional rehabilitation group(P＜0.05). Conclusions Professional rehabilitation training can facilitate the rehabilitation of ASD children,of which TEACCH-based training can better promote the development of ASD children.

Key words: autism spectrum disorder, treatment and education of autistic and related communication-handicapped children, Psychoeducational Profile (third edition) assessment, children

摘要： 目的通过比较结构化教学(TEACCH)康复训练与常规康复训练对孤独症谱系障碍(ASD)儿童的康复治疗效果差别,指导以后ASD儿童的康复治疗方案。方法将2015年3月—2016年12月于临沂市人民医院儿童康复科就诊行康复训练的80例ASD儿童随机分为TEACCH治疗组和常规康复治疗组,分别比较两组ASD患儿在康复治疗开始前、训练3个月后及6个月后的功能改善情况,应用PEP-3进行全面的发育评估。结果 TEACCH治疗组和常规康复治疗组患者在康复治疗3个月及6个月后较开始训练前功能均有提高,训练3个月后,TEACCH治疗组在情感表达(t=2.264)、非语言行为特征(t=2.706)、语言行为特征(t=2.210)、个人自理(t=3.328)、适应行为(t=2.090)及总体行为特征(t=2.706)等方面较常规康复治疗组有提高,差异均具有统计学意义(P＜0.05);康复训练6个月后TEACCH治疗组患者在认知(t=2.552)、语言理解(t=2.699)、情感表达(t=2.649)、非语言行为特征(t=2.524)、语言行为特征(t=2.605)、个人自理(t=3.129)、适应行为(t=2.055)及总体行为特征(t=2.583)等方面较常规康复治疗组有提高,差异均具有统计学意义(P＜0.05)。结论专业的康复训练对于ASD儿童的康复均有促进作用,结构化教学对于ASD儿童发育水平的提高具有更好的促进作用。

关键词: 孤独症谱系障碍, 结构化教学, PEP-3评估, 儿童

CLC Number:

R749.94

ZHANG Qin-liang, ZHANG Jun, LIU Feng-lin, YUE Shou-wei, WU Dan. Effect of treatment and education of autistic and related communication-handicappedchildren-based training on the rehabilitation of autism children[J]. journal1, 2019, 27(1): 80-83.

张勤良, 张俊, 刘凤琳, 岳寿伟, 吴丹. 结构化教学法对孤独症谱系障碍儿童康复效果的影响研究[J]. 中国儿童保健杂志, 2019, 27(1): 80-83.

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