小肌肉學(xué)習(xí)對(duì)孤獨(dú)癥譜系障礙兒童的康復(fù)效果
發(fā)布時(shí)間:2018-03-05 08:39
本文選題:孤獨(dú)癥譜系障礙 切入點(diǎn):小肌肉學(xué)習(xí) 出處:《中國(guó)康復(fù)理論與實(shí)踐》2016年11期 論文類型:期刊論文
【摘要】:目的探討小肌肉學(xué)習(xí)對(duì)孤獨(dú)癥譜系障礙(ASD)患兒的治療作用。方法 2014年8月~2015年6月,40例3~6歲ASD患兒隨機(jī)分為實(shí)驗(yàn)組(n=20)和對(duì)照組(n=20),兩組均進(jìn)行結(jié)構(gòu)化教育治療,實(shí)驗(yàn)組在此基礎(chǔ)上進(jìn)行小肌肉學(xué)習(xí)。治療前和治療3個(gè)月后,采用孤獨(dú)癥治療評(píng)估量表(ATEC)和心理教育評(píng)定第3版(PEP-3)進(jìn)行評(píng)定。結(jié)果治療后,兩組ATEC評(píng)分除社交外均降低(t2.025,P0.05),PEP-3評(píng)分除行為特征-非語(yǔ)言、語(yǔ)言表達(dá)外均提高(t2.026,P0.05);實(shí)驗(yàn)組ATEC中的語(yǔ)言項(xiàng)和總分,PEP-3中的認(rèn)知(語(yǔ)言/語(yǔ)前)、語(yǔ)言理解、精細(xì)運(yùn)動(dòng)、粗大運(yùn)動(dòng)、模仿(視覺(jué)/動(dòng)作)治療前后差值高于對(duì)照組(t2.258,P0.05)。結(jié)論 ASD患者進(jìn)行小肌肉學(xué)習(xí)能進(jìn)一步促進(jìn)認(rèn)知、語(yǔ)言和運(yùn)動(dòng)功能的改善。
[Abstract]:Objective to investigate the therapeutic effect of small muscle learning on children with autism spectrum disorder (ASD). Methods from August 2014 to June 2015, 40 children with ASD aged 3 to 6 years old were randomly divided into two groups: the experimental group and the control group. Both groups were treated with structured education. Before and after 3 months of treatment, the experimental group was evaluated with the Autism treatment Assessment scale (ATEC) and the third version of Psychological Education Assessment (PEP-3). The scores of ATEC in both groups except social group decreased except behavioral characteristics (non-verbal, non-verbal, language expression), the language items in ATEC and the cognition (language / pretonation, language understanding, fine movement, coarse movement) in the ATEC of the experimental group. The difference of imitating (visual / action) before and after treatment was higher than that in control group (t 2.258) P0.05.Conclusion small muscle learning in ASD patients can further promote the improvement of cognition, language and motor function.
【作者單位】: 蘇州大學(xué)附屬兒童醫(yī)院康復(fù)科;
【分類號(hào)】:R749.94;R493
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