引导式教育联合融合教育的护理方法对孤独症患儿社交能力的影响

The effect of nursing method of conductive education combined with integrated education on social function in children with autism

目的建立引导式教育联合融合教育的护理方法,探讨其对孤独症患儿社交能力的影响。方法选择符合纳入标准的120例孤独症患儿作为研究对象,按照随机化原则分为干预组和对照组各60例。干预组在结构化教育的基础上,结合引导式教育联合融合教育的护理方法,采取医疗机构及社区中心干预与家庭干预相结合;对照组仅接受结构化教育治疗及护理。分别在干预前和干预6个月后,应用孤独症治疗评估量表(Autism Treatment Eva-luation checklist,ATEC)对两组患儿进行评估,判断其对患儿社交能力的影响。结果干预6个月后,干预组ATEC症状总分差值、社交能力障碍下降程度均高于对照组,差异具有统计学意义(P<0.05)。同时,干预组患儿感知觉项、语言功能的改善明显优于对照组患儿,差异具有统计学意义(P<0.05)。但是在行为方面的得分差异无统计学意义(P>0.05)。结论引导式教育联合融合教育的护理方法,能激发孤独症患儿的兴趣,促进人格发育,提高社会交流的自信心。

Objective To evaluate the effect of conductive education combined with integrated education on so- cial functioning of autistic children. Methods Totally 120 children with autism were randomly divided into two groups. Both groups received routine treatment and structured education. In addition,conductive education combined with integrated education was carried out in the experimental group. All children were assessed using Autism Treatment Evaluation Checklist（ATEC） at baseline and 6 months after treatment. Results After treatment,there were significant differences in the change of total ATEC score and social interaction,perception and language func- tion between the two groups（P〈0.05）,while no significant difference was found in behavior change （P〉0.05 ）. Conclusion Conductive education combined with integrated education may stimulate autistic children＇s interests, promote their personal development,and improve their self-confidence of social interaction.