自闭症青少年日常行为特点及干预效果评价

Daily behavior characteristic of autism teenagers and intervention methods

目的研究青少年自闭症患者的日常行为特点,探讨音乐干预疗法对自闭症患儿的临床效果。方法某医院2012年6月—2014年6月期间收治的自闭症患儿92例,将所有患儿按随机数字表法分为观察组和对照组各46例。对照组患儿单纯采用医教结合疗法,观察组患儿在医教结合法基础上进行音乐干预疗法。观察干预前后2组患儿的日常行为特点差异。结果干预前2组患儿日常行为表现异常情况差异均无统计学意义(P值均>0.05);干预后观察组患儿刻板行为、自伤行为、自我刺激行为、情绪异常以及攻击性和破坏性报告率分别为6.52%,0,4.35%,15.22%以及2.17%,明显低于对照组的19.57%,4.35%,13.04%,32.61%以及13.04%(P值均<0.05)。干预前2组患儿自闭症评定量表(CARS)得分差异无统计学意义(P>0.05),干预后观察组CARS评分明显低于对照组(P<0.05)。干预前2组患儿自闭症儿童行为量表(ABC)测试结果差异均无统计学意义(P值均>0.05),干预后观察组患儿情绪、社交、行为、感知觉及总分均明显低于对照组(P值均<0.05),干预前2组患儿发展与行为(PEP)测试结果差异均无统计学意义(P值均>0.05);干预后观察组患儿感觉反应、关系与情感、游戏及物件兴趣和总分均明显低于对照组(P值均<0.05)。结论音乐疗法干预可明显改善自闭症青少年异常行为,有效提高患儿心理及行为活动,值得临床应用及推广。

Objective To study the characteristics of the daily behavior of adolescents with autism, discusse the comprehensive line of music therapy interventions for children with autism clinical effect. Methods Clinical included autism in our hospital from June 2012 to June 2014 during the 92 cases, two groups of children were carried out in combination therapy to treat medical education, all the children were randomly divided into two Each group of 46 cases. Forty-six patients were only using combination therapy for medical education control group, and the other 46 cases of children as a combination of music therapy intervention on the above observation group therapy. Observe behavioral characteristics of children with autism and music daily comprehensive intervention therapy. Results The intervention group children observed daily behavior abnormalities was significantly lower than the control group（ P〈0.05）. Before the intervention, two groups of children CARS score no difference（ P〉0.05）, CARS score after the intervention in the observation group was significantly lower than the control group（ P〈0.05）. Before the intervention, the two groups of children with ABC test results contrast no difference（ P〉0.05）; the post-intervention group children observed emotional, social, behavior, perception and total scores were significantly lower than the control group, P〈0.05. Before the intervention, the two groups showed no difference in children PEP test（ P〉0.05）, observation group after the intervention of children with sensory responses, relations with emotion, games and objects of interest and scores were significantly lower than the control group（ P〈0.05）. Conclusion Mood disorders in children with autism, excitement, apathy, etc, music therapy intervention significantly improve abnormal adolescent behavior, improve mental and behavioral activities of children, worthy of clinical application and promotion.