规范化孤独症微课教育对孤独症儿童干预疗效的影响

Effect of standardized micro-course education on the efficacy of intervention for children with autism

目的探究规范化孤独症微课教育对孤独症儿童干预疗效的影响。方法选取2019年6月至2021年1月就诊于中山市博爱医院的0~6岁孤独症儿童130例为研究对象,采用随机数字表法分为试验组和对照组,每组各65例。试验组予以采用规范化微课教育(微课分3个月内完成)加结构化教学与行为疗法教学,对照组予以科室常规孤独症宣教加结构化教学与行为疗法教学,课程结束后通过患儿家长微课掌握情况、孤独症行为量表(ABC)、儿童孤独症评定量表(CARS)、0~6岁儿童神经心理发育量表(简称儿心量表)、孤独症治疗评估表(ATEC)对患儿干预后发育水平改善情况进行评估。结果与对照组比较,培训后试验组患儿家长各项目知识宣教掌握情况明显优于对照组,差异有统计学意义(P<0.05);试验组患儿ABC、CARS、ATEC量表总分分别较培训前明显降低,对照组ATEC量表得分在培训前后比较,差异无统计学意义(P>0.05),而试验组患儿培训后儿心量表得分智力正常率明显高于对照组,差异有统计学意义(P<0.05)。结论规范化孤独症微课教育可明显提升孤独症儿童家长治疗配合情况,培养儿童的良好行为、适应性行为,极大地减少不良行为和非适应性行为,值得进一步推广学习。

Objective To investigate the effect of standardized micro-education on the efficacy of intervention for children with autism.Methods A total of 130 children with autism aged 0-6 years who attended Boai Hospital of Zhongshan from June 2019 and January 2021 were selected as study subjects and randomly divided into the experimental group and the control group,with 65 children in each group.The experimental group was taught with standardized micro-course education(completed in 3 months)plus structured teaching and behavioral therapy,while the control group was taught with conventional autism education in the department plus structured teaching and behavioral therapy.After the courses were completed,the improvement of the children’s developing level after the intervention was evaluated by the mastery of parents on micro-course education,the Autism Behavior Checklist(ABC),the Childhood Autism Rating Scale(CARS),the Neuropsychological Development Scale for Children Aged 0-6 years(referred to as CNDS),and the Autism Treatment Evaluation Checklist(ATEC).Results The parents of the children in the experimental group mastered the knowledge of each item significantly better than those in the control group after the training,with statistically significant difference(P<0.05).The total scores of ABC,CARS and ATEC scales in the experimental group after the training were significantly lower than those before the training,and there were no statistically significant differences in the scores of each scale in the control group before and after the training(P>0.05).And the normal intelligence rate of children evaluated by CNDS scores in the experimental group were significantly higher than that in the control group,with statistically significant difference(P<0.05).Conclusion Standardized micro-course education can significantly improve the treatment cooperation of parents of the children with autism,cultivate good and adaptive behaviors of children,and greatly reduce unhealthy and non-adaptive behaviors,which is worthy of further promotion and study.