音乐活动和韵律压力感知训练对孤独症和智力障碍儿童认知功能和语言的影响

Effects of music activity and rhythmic stress perception training on cognitive function and language in children with autism and mental retardation

目的:探讨音乐活动和韵律压力感知训练对孤独症和智力障碍患儿认知功能和语言的影响。方法:90例孤独症和智力障碍患儿随机分为对照组和观察组;给予两组患儿一对一的音乐活动训练共6个月。在此基础上给予观察组韵律压力感知训练。分别于治疗前后采用心理教育评定量表第3版(PEP-3)及认知评估系统(CAS)进行评估。结果:治疗后两组PEP-3中语言表达、语言理解、认知、大肌肉、小肌肉、社交互动、模仿、行为特征-非语言、行为特征-语言及情感表达评分较治疗前明显增高,且观察组明显高于对照组(P均<0.05)。观察组CAS总分及计划、同时性加工、注意、继续性加工评分较治疗前明显增高(P均<0.05);且观察组CAS总分及计划、同时性加工、注意评分明显高于对照组(P均<0.05)。结论:音乐活动联合韵律压力感知训练更有利于改善孤独症和智力障碍患儿的认知功能、语言理解及交流等社交能力。

Objective:To investigate the effects of music activity and rhythmic stress perception training on cognitive function and language skills in children with autism and intellectual disabilities.Method:90 children with autism and mental retardation were selected and divided into control group and observation group randomly.Both groups accepted one-to-one music training for 6 months and the observation group was given pressure rhythm awareness training in addition.The Psycho-educational Profile-3(PEP-3)and Cognitive Assessment System(CAS)were used to evaluate the subjects before and after treatment.Results:After treatment,scores of 10 aspects including language expression,language understanding,cognition,large muscle,small muscle,social interaction,imitation,behavioral feature(non-language),behavioral feature(language)and emotional expression in the two groups were significantly higher than those before treatment,and the observation group was significantly higher than the control group(all P<0.05).In the observation group,the total CAS score and the sub-scores of medium plan,simultaneous processing,attention and continuous processing were significantly higher than those before treatment(all P<0.05).The total CAS score,medium planning,simultaneous processing and attention scores of the observation group were significantly higher than those in the control group(all P<0.05).Conclusion:Music activity combined with rhythmic pressure perception training is more conducive to improve the cognitive function,language understanding,communication and other social skills in children with autism and intellectual disabilities.