本文選題：ASD　切入點：應(yīng)答性共同注意　出處：《重慶醫(yī)科大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：目的:通過眼動儀測試應(yīng)答性共同注意,研究孤獨癥譜系障礙幼兒應(yīng)答性共同注意的特點。方法:2016年12月至2017年2月,在重慶醫(yī)科大學(xué)附屬兒童醫(yī)院兒童青少年生長發(fā)育與心理健康中心,收集用孤獨癥觀察診斷量表(Autism Diagnosis Observation Schedule,ADOS)和Gesell發(fā)育診斷量表診斷的孤獨癥譜系障礙(autism spectrum disorder,ASD)兒童28名和語言障礙兒童15名,同時收集正常兒童16名,年齡均為1-3歲,性別比均衡。以ASD為研究組,語言障礙和正常兒童分別為對照組。三組均予以眼動儀測試應(yīng)答性共同注意(responding to joint attention,RJA),收集正確RJA、錯誤RJA、未出現(xiàn)RJA的次數(shù),正確RJA中完整性共同注意(evaluating the achievement of joint attention,EAJA)的次數(shù),不同場景下(人物、娃娃、大玩具、小玩具、盆栽)正確RJA出現(xiàn)的次數(shù),計算所有被試者在有效記錄中RJA的正確比值和相對正確比值(即正確RJA與正確RJA、錯誤RJA之和的比值)。結(jié)果:1、ASD組兒童的正確RJA的次數(shù)明顯低于語言發(fā)育障礙組及正常兒童組,有統(tǒng)計學(xué)差異(p=0.013)。正確比值、相對正確比值在各組間有統(tǒng)計學(xué)差異(p0.05),ASD組正確比值和相對正確比值最低。2、EAJA的次數(shù)在各組間有明顯差異,ASD組水平最低,有統(tǒng)計學(xué)差異(p=0.003)。3、ASD組中對于人物場景較其他場景出現(xiàn)RJA的次數(shù)更低。在人物場景中三組間有顯著性差異(p=0.045)。(寫具體些,哪些組間比較具有統(tǒng)計學(xué)差異)結(jié)論:1、RJA在ASD幼兒中具有明顯質(zhì)和量的缺陷,且ASD兒童的RJA中缺乏EAJA,提示ASD的RJA可能僅為一種條件反射;2、在RJA的測試中使用人物為目標(biāo)物的場景可能對鑒別ASD更有意義。
[Abstract]:Objective: to study the characteristics of responsive common attention in children with autism spectrum disorder by eye movement test. Methods: from December 2016 to February 2017, Center for growth, Development and Mental Health of Children and adolescents in Children's Hospital affiliated to Chongqing Medical University, A total of 28 autistic spectrum disorder children and 15 children with language disorders diagnosed by autistic Diagnosis Observation schedule and Gesell developmental diagnostic scale were collected, and 16 normal children, aged 1-3 years, were collected at the same time. Gender balance. ASD was used as study group, language disorder and normal children as control group. The three groups were given eye movement instrument to test responsivity to joint attention to RJAA. The correct RJAs, wrong RJAs, and no RJA were collected. The number of times of evaluating the achievement of joint attention to EAJAA in correct RJA, the number of correct RJA in different scenes (characters, dolls, big toys, small toys, potted plants), The correct ratio and relative correct ratio of RJA in effective records were calculated in all subjects (that is, correct RJA and correct RJA, the ratio of the sum of wrong RJA). Results the frequency of correct RJA in children in the group of 1: 1 ASD was significantly lower than that in the group of language dysplasia and the group of normal children. There were significant differences in the correct ratio and the relative correct ratio among the three groups. The correct ratio and the relative correct ratio were the lowest in ASD group and the lowest in ASD group and the lowest in ASD group, and the ASD group had the lowest level of ASD. There was a significant difference between the three groups in the number of RJA occurrences in the persona scene than in the other scenes, and there was a significant difference among the three groups in the character scene. Which groups have statistical differences? conclusion: 1: 1 RJA has significant qualitative and quantitative defects in ASD children. The absence of EAJAs in the RJA of ASD children suggests that ASD's RJA may be a conditioned reflex 2, and the scene of using people as the target in the RJA test may be more meaningful to identify ASD.
【學(xué)位授予單位】：重慶醫(yī)科大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：R749.94

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