Abstract: Objective To explore the rehabilitation effect of the Learning Style Profile(LSP) on children with autism spectrum disorder(ASD),in order to promote its application in China. Methods A total of 55 ASD children aged 36-72 months were admitted from June 2018 to June 2019,trained with LSP for 6 months and evaluated to assess rehabilitation effect by 0 to 6-year-old Children′s Neuropsychological Development Scale,Childhood Autism Rating Scale(CARS) and Strengths and Difficulties Questionnaire(SDQ) before and after intervention. Results According to the results of 0 to 6-year-old Children′s Neuropsychological Development Scale,developmental quotient(DQ) of language expression, social behavior and adaptive behavior area were significantly improved after intervention (t=7.99,7.10,6.29,P＜0.01), while DQ of large motor and fine motor area were improved without significant difference(t=1.28,1.76,P>0.05).Meanwhile,the score of CARS scale was significantly decreased after intervention(t=6.36,P＜0.01).According to the results of SDQ scale,hyperactivity attention deficit score,peer relationship score and difficulty score were significantly decreased,pro-social behavior score was significantly improved(t=5.98,6.96,7.74,6.78,P＜0.01).Emotional symptom score and conduct problems score were decreased without significant difference(t=0.24,0.92,P>0.05). Conclusionss LSP can effectively improve the social skills and reduce the severity of symptoms in children with ASD.So LSP can be more widely used in the treatment of ASD children in China.

Key words: autism spectrum disorder, Learning Style Profile, rehabilitation effect, assessment

摘要： 目的 评估学习风格简介(LSP)干预模式对孤独症谱系障碍(ASD)患儿的康复效果,以期在全国更广范围内推广应用。方法 选取2018年6月-2019年6月期间确诊为ASD的儿童55名,年龄在36~72个月之间,进行为期6个月的LSP模式干预,分别在干预前后应用0~6岁儿童神经心理发育量表、儿童孤独症评定量表(CARS)、长处与困难问卷(SDQ)进行康复效果评估。结果 0~6岁儿童神经心理发育量表结果显示,干预前后ASD患儿语言、社交行为和适应行为能区发育商明显提高,差异具有统计学意义(t=7.99、7.10、6.29,P＜0.01),而大运动和精细动作能区发育商虽有提高但差异无统计学意义(t=1.28、1.76,P>0.05);CARS量表结果显示,干预前后ASD患儿CARS量表得分明显下降,差异具有统计学意义(t=6.36,P＜0.01);SDQ量表结果显示,干预前后ASD患儿多动注意缺陷得分、同伴关系问题得分和困难总分明显下降,亲社会行为得分明显提高,差异具有统计学意义(t=5.98、6.96、7.74、6.78,P＜0.01),而情绪症状得分和品行问题得分虽下降但差异无统计学意义(t=0.24、0.92,P>0.05)。结论 LSP能有效改善ASD患儿的社交能力,减轻症状严重程度,可在国内更广范围推广应用。

关键词: 孤独症谱系障碍, 学习风格简介, 康复效果, 评估