不同方法干预3~6岁轻中度孤独症谱系障碍儿童共同注意的效果

Effect of different interventions on joint attention in children aged three to six years with mild to moderate autism spectrum disorder

目的比较回合操作教学法(DTT)、关键反应训练(PRT)及DTT结合PRT干预3~6岁轻中度孤独症谱系障碍(ASD)儿童共同注意的效果。方法2023年1月至2024年3月,上海市泰亿格儿童康复中心36~72月龄ASD儿童39例,随机分为DTT组、PRT组和混合组,分别接受DTT、PRT以及DTT结合PRT,共10周。干预前后采用ASD儿童共同注意评估量表进行评定。结果DTT组脱落2例,PRT组脱落1例,最终纳入36例。干预方法(F=11.225,P<0.001)和干预阶段(F=416.935,P<0.001)主效应均显著,交互效应显著(F=10.501,P<0.001),混合组干预期和迁移期评分最优(P<0.05)。结论DTT和PRT均能提升ASD儿童共同注意,两者结合效果更佳。

Objective To compare the effect of discrete trial training(DTT),pivotal response treatment(PRT)and a combination of DTT and PRT on joint attention in children aged three to six years with mild to moderate autism spectrum disorder(ASD).Methods From January,2023 to March,2024,39 children with ASD aged 36 to 72 months in Tiger Children's Rehabilitation Center in Shanghai were randomly divided into DTT,PRT and combination groups,who received DTT,PRT and a combination of DTT and PRT,respectively,for ten weeks.They were assessed with Joint Attention Assessment Scale for children with ASD before and after intervention.Results Two cases in DTT group and one case in PRT group dropped down,resulting in a final sample of 36 cases.The main effects of group(F=11.225,P<0.001)and time(F=416.935,P<0.001)were significant,as well as the interaction(F=10.501,P<0.001),and the combination group was the best during intervention and follow-up(P<0.05).Conclusion Both DTT and PRT may improve joint attention in children with ASD,and the combination of DTT and PRT is the best.