摘要
目的:采用分阶综合社交技能干预方案,探究其对孤独症儿童社交认知的干预效果。方法:共36名孤独症儿童参与研究,干预组(n=22)共参与17次社交技能训练,对照组(n=14)不参加训练。结果:干预组孤独症儿童的孤独症治疗量表和社交反应量表后测结果的总分以及语言、知觉、社交、社交认知、社交动机等维度得分均显著低于对照组。结论:分阶综合社交技能训练可显著提高孤独症儿童的社交认知能力。
Objective: To explore the effects of intervention on social cognition in children with autism spectrum disorder(ASD) by adopting a graded comprehensive social skills intervention program. Methods: Thirty-six ASD children participated in the study. ASD children in the intervention group(n=22) participated in a total of 17 social skills training sessions.ASD children in the control group(n=14) did not participate in the training. Results: The ATEC and SRS T2 total scores and dimensions scores, language, perception, social, social cognition, and social motivation scores of the children with ASD in the intervention group were significantly lower than those in the control group. Conclusion: Staged comprehensive social skills training can significantly improve the social cognitive ability of children with ASD.
作者
江茂欣
鲁迟
佘韵婕
张雨晴
刘电芝
JIANG Mao-xin;LU Chi;SHE Yun-jie;ZHANG Yu-qing;LIU Dian-zhi(School of Education,Soochow University,Suzhou 215000,China;Student Advice Center,Xi'an Jiaotong-Liverpool University,Suzhou 215000,China;School of Education Science,Yangzhou University,Yangzhou 225000,China)
出处
《中国临床心理学杂志》
CSCD
北大核心
2023年第1期250-254,共5页
Chinese Journal of Clinical Psychology
基金
国家社会科学基金项目“自闭症儿童分阶综合运动训练模式探索及效果评估”(19BTY129)。
关键词
孤独症谱系障碍
社交技能
团体干预
社交认知
Autism spectrum disorder(ASD)
Social skills
Group intervention
Social cognition
