摘要
目的:探讨家长执行早期介入丹佛模式(ESDM)对孤独症谱系障碍(ASD)患儿的干预效果。方法:选取医院收治的70例24~60个月龄ASD患儿,根据随机数表法分为对照组(35例,常规结构化教育)和实验组(35例,常规结构化教育联合家长ESDM培训)。干预前及干预12周后采用儿童孤独症评定量表(CARS)、重复行为量表修订版(RBS-R)及ESDM课程评估表测评。结果:干预后,两组患儿CARS评分均显著降低(P<0.05),ESDM课程评估表各维度得分显著提升(P<0.05);实验组患儿RBS-R中刻板、自伤、仪式、限制、固定行为评分均显著降低(P<0.05),对照组仪式、限制行为评分显著降低(P<0.05);实验组患儿在CARS总分,RBS-R中刻板行为、仪式行为、固定行为,ESDM中理解性沟通、表达性沟通、社交技能、游戏、行为、共同注意行为方面干预前后差值显著优于对照组(P<0.05)。结论:家长执行ESDM能改善ASD儿童临床症状,尤其在社交沟通、游戏能力、共同注意及减少刻板行为方面效果显著。
Objective:To explore the intervention effects of parents implementing the Early Start Denver Model(ESDM)on children with Autism Spectrum Disorder(ASD).Methods:A total of 70 ASD children aged 24-60 months admitted to the hospital were selected and randomly divided into a control group(conventional structured education,n=35)and an experimental group(conventional structured education+parent ESDM training,n=35).Assessments were conducted using the Childhood Autism Rating Scale(CARS),the Repetitive Behavior Scale-Revised(RBS-R),and the ESDM Curriculum Evaluation Form before and 12 weeks after the intervention.Results:After the intervention,both groups showed significantly reduced CARS scores(P<0.05)and improved scores across all dimensions of the ESDM curriculum evaluation form(P<0.05).In the experimental group,scores in stereotypy,self−injury,ritual,restriction,and fixed behavior on the RBS-R were significantly lower(P<O.05),while the control group exhibited significant reductions in ritual and restricted behaviors(P<0.05).Group comparisons revealed that the experimental group demonstrated significantly greater pre-and post-intervention differences in CARS total score,stereotypy,ritual behavior,fixed behavior on the RBS-R,as well as receptive communication,expressive communication,social skills,play,behavior,and joint attention in the ESDM curriculum compared to the control group(P<O.05).Conclusion:Parent implementation of ESDM can improve clinical symptoms in children with ASD,particularly in social communication,play abilities,joint attention,and reducing stereotyped behaviors.
作者
熊瑶瑶
钟霞
罗秀
古梅
黄梨云
冯珍
XIONG Yao-yao;ZHONG Xia;LUO Xiu;GU Mei;HUANG Li-yun;FENG Zhen(Jiangxi Provincial Children's Hospital,Nanchang 330000,Jiangxi;Rehabilitation Hospital Affiliated to Nanchang University,Nanchang 330006,Jiangxi)
出处
《安徽医专学报》
2026年第1期121-124,共4页
Journal of Anhui Medical College
基金
江西省卫生健康委科技计划项目(编号:202211176)。
关键词
孤独症谱系障碍
早期介入丹佛模式
结构化教育
家庭干预
autism spectrum disorder
early start denver model
structured education
family intervention
