本文選題：孤獨癥譜系障礙　切入點：小肌肉學(xué)習(xí)　出處：《中國康復(fù)理論與實踐》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)對孤獨癥譜系障礙(ASD)患兒的治療作用。方法 2014年8月~2015年6月,40例3~6歲ASD患兒隨機分為實驗組(n=20)和對照組(n=20),兩組均進(jìn)行結(jié)構(gòu)化教育治療,實驗組在此基礎(chǔ)上進(jìn)行小肌肉學(xué)習(xí)。治療前和治療3個月后,采用孤獨癥治療評估量表(ATEC)和心理教育評定第3版(PEP-3)進(jìn)行評定。結(jié)果治療后,兩組ATEC評分除社交外均降低(t2.025,P0.05),PEP-3評分除行為特征-非語言、語言表達(dá)外均提高(t2.026,P0.05);實驗組ATEC中的語言項和總分,PEP-3中的認(rèn)知(語言/語前)、語言理解、精細(xì)運動、粗大運動、模仿(視覺/動作)治療前后差值高于對照組(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、語言和運動功能的改善。
[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】：R749.94;R493

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