《中国康复理论与实践》

《中国康复理论与实践》

• 临床研究 • 上一篇    下一篇

小肌肉学习对孤独症谱系障碍儿童的康复效果①

李明娣，魏来，顾琴   

  1. 苏州大学附属儿童医院康复科，江苏苏州市215003。
  • 出版日期:2016-11-25 发布日期:2016-12-05

Effect of Small Muscle Learning on Children with Autism Spectrum Disorders

LI Ming-di, WEI Lai, GU Qin   

  1. Rehabilitation Center, Children's Hospital of Soochow University, Suzhou, Jiangsu 215003, China
  • Published:2016-11-25 Online:2016-12-05

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摘要： 目的探讨小肌肉学习对孤独症谱系障碍(ASD)患儿的治疗作用。方法2014 年8 月~2015 年6 月，40 例3~6 岁ASD患儿随机分为实验组(n=20)和对照组(n=20)，两组均进行结构化教育治疗，实验组在此基础上进行小肌肉学习。治疗前和治疗3 个月后，采用孤独症治疗评估量表(ATEC)和心理教育评定第3 版(PEP-3)进行评定。结果治疗后，两组ATEC评分除社交外均降低(t>2.025, P<0.05)，PEP-3 评分除行为特征-非语言、语言表达外均提高(t>2.026, P<0.05)；实验组ATEC中的语言项和总分，PEP-3中的认知(语言/语前)、语言理解、精细运动、粗大运动、模仿(视觉/动作)治疗前后差值高于对照组(t>2.258, P<0.05)。结论ASD患者进行小肌肉学习能进一步促进认知、语言和运动功能的改善。

关键词: 孤独症谱系障碍, 小肌肉学习, 结构化教育, 儿童, 康复

Abstract: Objective To investigate the effect of small muscle learning on children with autism spectrum disorders (ASD). Methods From August, 2014 to June, 2015, 40 children of three to six years old with ASD were randomly divided into experimental group (n=20) and control group (n=20). Both groups accepted structured teaching, while the experimental group accepted small muscle learning in addition. They were assessed with Autism Treatment Evaluation Checklist (ATEC) and Psychoeducational Profile Third Edition (PEP-3) before and 3 months after treatment. Results The scores of ATEC decreased after treatment (t>2.025, P<0.05), except that of Sociability; while the scores of PEP-3 increased (t>2.026, P<0.05), except that of Characteristic Motor Behaviors and Expressive Language. There were differences in improvement of Speech/Language/Communication and total score of ATEC, and Cognitive (Verbal/Preverbal), Receptive Language, Fine Motor, Gross Motor and Visual-Motor Imitation of PEP-3 between the experimental group and the control group after treatment (t>2.258, P< 0.05). Conclusion Small muscle learning may promote the recovery of cognition, language and motor in children with ASD.

Key words: autism spectrum disorders, small muscle learning, structured teaching, children, rehabilitation