本文關(guān)鍵詞：結(jié)構(gòu)化教育結(jié)合地板時(shí)光在孤獨(dú)癥兒童治療中的療效分析，由筆耕文化傳播整理發(fā)布。

網(wǎng)友1322891254近日為您收集整理了關(guān)于結(jié)構(gòu)化教育結(jié)合地板時(shí)光在孤獨(dú)癥兒童治療中療效分析的文檔，希望對(duì)您的工作和學(xué)習(xí)有所幫助。以下是文檔介紹：目錄縮略詞表………………………………………………………………1第一部分摘要………………………………………………………………… 2前言………………………………………………………………… 4對(duì)象與方法………………………………………………………… 8結(jié)果…………………………………………………………………12討論…………………………………………………………………16結(jié)論…………………………………………………………………21參考文獻(xiàn)……………………………………………………………22個(gè)人簡(jiǎn)歷………………………………………………………25致謝……………………………………………………………26綜述及參考文獻(xiàn)……………………………………………………27 1縮略詞表英文縮寫(xiě)英文全稱中文全稱HFA high functioning autism 高功能孤獨(dú)癥ABC Autism Behavior Checklist 孤獨(dú)癥行為量表CARS Childhood Autism Rating Scale 兒童孤獨(dú)癥評(píng)定量表CABS clancy autism behavior scale 克氏孤獨(dú)癥行為量表DSM(來(lái)源：[])-1V Diagnostic and Statistical Manual of MentalDisorders-ⅣMD-3 Chinese Classification and riteria of Mental Disorders-Ⅲ中國(guó)精神疾病分類(lèi)方案與診斷標(biāo)準(zhǔn)第三版PEP—R psycho—educational profile—revised 心理教育量表(修訂版)GABA γ-amino butyric acid γ-H treatment andeducation of autistic munications handicappedchildren結(jié)構(gòu)化教育ABA applied behavioral analysis 行為分析療法SIT sermory integration therapy 感覺(jué)統(tǒng)合訓(xùn)練RDI Relationship development intervention 人際關(guān)系發(fā)展干預(yù)2結(jié)構(gòu)化教育結(jié)合地板時(shí)光在孤獨(dú)癥兒童治療中的療效分析[摘要] 目的了解結(jié)(來(lái)源：[])構(gòu)化教育結(jié)合地板時(shí)光在孤獨(dú)癥兒童治療中的的療效反應(yīng),為孤獨(dú)癥兒童的治療提供參考依據(jù)。方法對(duì)96例已確診為孤獨(dú)癥的患兒分別利用孤獨(dú)癥兒童發(fā)展評(píng)估表及孤獨(dú)癥行為量表(ABC量表)進(jìn)行評(píng)估后,制定個(gè)體化的綜合訓(xùn)練方案,訓(xùn)練中采用結(jié)構(gòu)化教育及地板時(shí)光相結(jié)合的綜合訓(xùn)練模式,每周訓(xùn)練5 d,每天6 h,共訓(xùn)練12個(gè)月,并在訓(xùn)練6個(gè)月后及訓(xùn)練12個(gè)月后分別再對(duì)患兒應(yīng)用《孤獨(dú)癥兒童發(fā)展評(píng)估表》、ABC量表進(jìn)行評(píng)估,并對(duì)評(píng)估結(jié)果進(jìn)行比較。結(jié)果與訓(xùn)練前相比,訓(xùn)練6個(gè)月和12個(gè)月后,孤獨(dú)癥兒童在《孤獨(dú)癥兒童發(fā)展評(píng)估表》內(nèi)8個(gè)領(lǐng)域的得分均有提高,在ABC量表5個(gè)因子內(nèi)的得分均有下降,差異具有統(tǒng)計(jì)學(xué)意義,治療12個(gè)月后各領(lǐng)域有效率明顯高于治療6個(gè)月后的有效率,其差異有統(tǒng)計(jì)學(xué)意義(P<0.05) 結(jié)論結(jié)構(gòu)化教育結(jié)合地板時(shí)光的訓(xùn)練模式對(duì)孤獨(dú)癥兒童的治療是有效的,治療時(shí)間越長(zhǎng),效果越好。[關(guān)鍵詞] 孤獨(dú)癥;結(jié)構(gòu)化教育;地板時(shí)光;療效3The Analysis of Effect of bined with Floor ti(來(lái)源：[])mein the Treatment of Children with AutismAbstractObjective To understand the effect of bined with floor time in thetreatment of children with autism and provide reference basis for the treatment ofchildren with autism. Methods Evaluated 96 children who were diagnosed as autism,then made positive training plan.The training adopt structuredteaching,and floor time 5 days each week,6 hours each day, 12 months together.Evaluated the patient using autis(來(lái)源：[])m children development evaluation sheet and AutismBehavior Checklist(ABC) after training 6 and 12 months respectively , paredthe results. Results The problem of every aspects of children with autism improvedafter 6 and 12months’pared with training before, which had a significantdifference. The effect of 12 months’ training was better than 6 months’, which had asignificant difference (P<0.05). Conclusion bined with floor timewas effective for childr(來(lái)源：[])en with autism.The effect improved with the increasing time oftreatment.Key words Autism; H; Floor time; Treatment4結(jié)構(gòu)化教育結(jié)合地板時(shí)光在孤獨(dú)癥兒童治療中的療效分析1. 前言兒童孤獨(dú)癥(autism)又稱自閉癥,是廣泛性發(fā)育障礙中的代表性疾病。1943年由Kanner首先報(bào)告并命名的。其特點(diǎn)是個(gè)體社會(huì)人際交往和溝通模式質(zhì)的異常,主要表現(xiàn)為“Kanner"三聯(lián)癥[1-2],即社會(huì)交往障礙、語(yǔ)言表達(dá)障礙、興趣與活動(dòng)內(nèi)容局限、刻板和重復(fù)行為。除了以上三個(gè)主要癥狀外,患者的運(yùn)動(dòng)、感覺(jué)、知覺(jué)(聽(tīng)覺(jué)、觸覺(jué))通常都受到影響,1/3的病例有語(yǔ)言和社會(huì)關(guān)系退化,即退化型(regressive type),1/4~1/3合并癲癇發(fā)作[3]。孤獨(dú)癥嚴(yán)重程度不一,具復(fù)雜

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  本文關(guān)鍵詞：結(jié)構(gòu)化教育結(jié)合地板時(shí)光在孤獨(dú)癥兒童治療中的療效分析，由筆耕文化傳播整理發(fā)布。