引导式教育护理对孤独症患儿社交能力和健康行为的影响分析

Influence of Guided Education and Nursing on Social Ability and Healthy Behavior of Children with Autism

目的:分析引导式教育护理对孤独症患儿社交能力和健康行为的影响。方法:选取开封市儿童医院2019年1月―2020年1月收治的70例孤独症患儿作为研究对象,并根据随机数表法分为实验组和对照组,每组各35例。对照组予以常规护理,实验组予以引导式教育护理。比较两组患儿孤独症行为评量量表(ABC)评分、自闭症治疗评价量表(ATEC)评分、孤独症儿童心理教育量表(PEP-3)评分及家属满意度。结果:护理前,两组患儿ABC评分及ATEC评分比较,差异无统计学意义(t=0.068、0.146,P>0.05),护理后,实验组ABC评分及ATEC评分均明显低于对照组,差异有统计学意义(t=7.641、5.612,P<0.05)。护理前,两组患儿社交能力评分、体能评分及健康行为评分比较,差异无统计学意义(t=0.250、0.514、0.038,P>0.05),护理后,实验组社交能力评分、体能评分及健康行为评分均高于对照组,差异有统计学意义(t=5.909、3.104、5.686,P<0.05)。实验组家属满意度高于对照组,差异有统计学意义(χ^(2)=5.081,P<0.05)。结论:对孤独症患儿实施引导式教育,可以提升患儿社交能力,改善其健康行为,干预效果十分明显。

Objective:To analyze the effect of guided educational nursing on social skills and health behaviors of children with autism.Methods:A total of 70 children with autism who were admitted to the sample hospital from January 2019 to January 2020 were selected as the research objects,and were divided into an experimental group and a control group according to the random number table method,with 35 cases in each group.The control group received routine nursing,and the experimental group received guided education nursing.The Autism Behavior Checklist(ABC)score,Autism Treatment Evaluation Scale(ATEC)score,Psychoeducational Scale for Children with Autism(PEP-3)score and family satisfaction were compared between the two groups.Results:Before nursing,there was no statistically significant difference in ABC score and ATEC score between the two groups(t=0.068,0.146,P>0.05).After nursing,the ABC score and ATEC score of the experimental group were significantly lower than those of the control group,and the difference was statistically significant(t=7.641,5.612,P<0.05).Before nursing,there was no statistically significant difference in social ability score,physical fitness score and health behavior score between the two groups(t=0.250,0.514,0.038,P>0.05).After nursing,the social ability scores,physical fitness scores and health behavior scores of the experimental group were higher than those of the control group,and the differences were statistically significant(t=5.909,3.104,5.686,P<0.05).The satisfaction of family members in the experimental group was higher than that in the control group,and the difference was statistically significant(χ^(2)=5.081,P<0.05).Conclusion:Implementing guided education for children with autism can improve children’s social skills and improve their healthy behaviors.The intervention effect is very obvious.