Objective:To investigate the effect and influence factors of autism children who have been trained for a period in a special environment.Methods:parents of 47 autism children were investigated by Autism Treatment Eval...Objective:To investigate the effect and influence factors of autism children who have been trained for a period in a special environment.Methods:parents of 47 autism children were investigated by Autism Treatment Evaluation Checklisk(ATEC).Results:Four Subscale Scores of ATEC were speech(16.11±5.969),sociability(16.51±7.82),sensory/cognitive awareness(14.66±6.51)and health/physical/behavior(18.04±1.04) respectively.Conclusion:Speech and sociability are not improved good as expecting and the effect may be relative to children’s age of receiving special training.展开更多
文摘目的观察团体语言训练对孤独症谱系障碍(Autism Spectrum Disorders,ASD)患儿的作用。方法选择2019年1月~2021年3月接诊的96例ASD患儿,采用随机数字表法分为:观察组(纳入48例,在对照组基础上加用团体语言训练)对照组(纳入48例,提供常规康复训练),评价组间孤独症行为量表(ABC)、孤独症治疗评估量表(ATEC)、韦氏儿童智力量表(Wexler Intelligence Scale for Children,WISC-R)、个人和社会功能量表(personal social performance scale,PSP)。结果干预前,组间ABC、ATEC、WISC-R、PSP评分无明显差异,P>0.05;干预6个月后,观察组ABC、ATEC、WISC-R、PSP评分更佳,P<0.05。结论对ASD患儿实施团体语言训练,能够提高智力水平,改善行为、社会功能,值得推广。
文摘Objective:To investigate the effect and influence factors of autism children who have been trained for a period in a special environment.Methods:parents of 47 autism children were investigated by Autism Treatment Evaluation Checklisk(ATEC).Results:Four Subscale Scores of ATEC were speech(16.11±5.969),sociability(16.51±7.82),sensory/cognitive awareness(14.66±6.51)and health/physical/behavior(18.04±1.04) respectively.Conclusion:Speech and sociability are not improved good as expecting and the effect may be relative to children’s age of receiving special training.
