摘要
目的探讨小肌肉学习对孤独症谱系障碍(ASD)患儿的治疗作用。方法 2014年8月~2015年6月,40例3~6岁ASD患儿随机分为实验组(n=20)和对照组(n=20),两组均进行结构化教育治疗,实验组在此基础上进行小肌肉学习。治疗前和治疗3个月后,采用孤独症治疗评估量表(ATEC)和心理教育评定第3版(PEP-3)进行评定。结果治疗后,两组ATEC评分除社交外均降低(t〉2.025,P〈0.05),PEP-3评分除行为特征-非语言、语言表达外均提高(t〉2.026,P〈0.05);实验组ATEC中的语言项和总分,PEP-3中的认知(语言/语前)、语言理解、精细运动、粗大运动、模仿(视觉/动作)治疗前后差值高于对照组(t〉2.258,P〈0.05)。结论 ASD患者进行小肌肉学习能进一步促进认知、语言和运动功能的改善。
Objective To investigate the effect of small muscle learning on children with autism spectrum disorders(ASD). Methods From August, 2014 to June, 2015, 40 children of three to six years old with ASD were randomly divided into experimental group(n=20) and control group(n=20). Both groups accepted structured teaching, while the experimental group accepted small muscle learning in addition.They were assessed with Autism Treatment Evaluation Checklist(ATEC) and Psychoeducational Profile Third Edition(PEP-3) before and 3 months after treatment. Results The scores of ATEC decreased after treatment(t〉2.025, P〈0.05), except that of Sociability; while the scores of PEP-3 increased(t〉2.026, P〈0.05), except that of Characteristic Motor Behaviors and Expressive Language. There were differences in improvement of Speech/Language/Communication and total score of ATEC, and Cognitive(Verbal/Preverbal), Receptive Language, Fine Motor, Gross Motor and Visual-Motor Imitation of PEP-3 between the experimental group and the control group after treatment(t〉2.258, P〈0.05). Conclusion Small muscle learning may promote the recovery of cognition, language and motor in children with ASD.
出处
《中国康复理论与实践》
CSCD
北大核心
2016年第11期1314-1317,共4页
Chinese Journal of Rehabilitation Theory and Practice
关键词
孤独症谱系障碍
小肌肉学习
结构化教育
儿童
康复
autism spectrum disorders
small muscle learning
structured teaching
children
rehabilitation