结构化教育治疗51例儿童孤独症疗效观察

Curative effect among 51 autism children by treatment and education of autism and related communication handicapped children(TEACCH)

目的观察结构化教育对儿童孤独症的治疗效果,为儿童孤独症的治疗提供依据。方法对51例孤独症患儿实施结构化教育训练,训练时间每天不少于6 h,个别训练和集体训练相结合。训练前应用《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)对孤独症儿童进行基线测评,并于训练前及训练12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)进行疗效评估。结果经过12个月的结构化训练,51名孤独症儿童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、交往能力训练前后差异均有统计学意义(P值均<0.05);运动能力、自理能力和语言能力得分前后比较,差异均有统计学意义(P值均<0.01)。51例患儿语言、社交、感知、行为方面及ATEc总分均较训练前明显下降,差异均有统计学意义(P值均<0.01)。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 curative effect of treatment and education of autism and related communication handicapped children （ TEACCH ）. Methods A total of 51 autism children were trained by TEACCH method more than 6 hours per day, carried out with individual and team teaching, evaluated with Autism Behavior Checklist, ABC, Autism Treatment Evaluation Checklist（ATEC ） and C-PEP at begin and alter 12 months. Results After 12 months trained, 51 children declined in ABC test, and sensory capacity, ability of social communication, with statistical significant difference（ P〈0.051） There was significant difference between motion, ability of self-governing and language ability （ P〈0.01 ） , moreover, in ATEC test showed the same tendency, language, social communication, sensory and perceptual, behavior and aggregate score dropped off significantly （ P〈0.01 ） , the scores had a rise in C-PEP evaluation. Conclusion Treatment and Education of Autism and related Communication Handicapped Children （TEACCH）is one of the effective means to recovery of autism children.