Effect of parent-child cooperative music therapy on children with autism spectrum disorder and their mothers: a prospective randomized controlled study北大核心CSCD

目的 探讨亲子合作式音乐疗法对孤独症谱系障碍（autism spectrum disorder,ASD）儿童的核心症状及其母亲的影响。 方法 前瞻性采用随机数字表法将112例ASD儿童及其母亲分为音乐疗法组和应用行为分析法（applied behavior analysis,ABA）组,每组各56例。ABA组采用ABA进行干预,音乐疗法组在ABA组基础上采用亲子合作式音乐疗法。2组干预时长均为8周。采用儿童孤独症评估量表（Childhood Autism Rating Scale,CARS）、儿童孤独症家长评定量表（Autism Behavior Checklist,ABC）、亲职压力简表（Parenting Stress Index-Short Form,PSI-SF）、家庭关怀度指数量表（Family APGAR Index,APGAR）和Herth希望量表（Herth Hope Index,HHI）,评估干预前和干预后ASD儿童的核心症状及其母亲的亲职压力、家庭关怀度和希望水平。 结果 共100对母子参与了全程研究（每组各50对）。干预后音乐疗法组ASD儿童ABC量表总分、感觉维度、社交维度、躯体运动维度得分,以及CARS量表总分低于ABA组（P<0.05）。干预后音乐疗法组母亲的PSI-SF总分、亲子互动失调维度得分,HHI量表总分和各维度得分,以及APGAR量表总分、合作度和亲密度得分均高于ABA组（P<0.05）。 结论 在ABA的基础上,加用亲子合作式音乐疗法可改善ASD儿童的核心症状,减轻母亲的亲职压力,提升其家庭关怀度指数和希望水平。 引用格式：中国当代儿科杂志,2022,24（5）：472-481     

学龄前期孤独症谱系障碍儿童交叉式团体与个体沙盘干预的疗效比较

目的 探讨学龄前期孤独症谱系障碍（ASD）儿童交叉式团体与个体沙盘干预的疗效。方法 将80例4~6岁ASD儿童随机分成试验组和对照组,每组40例。试验组患儿与正常儿童以1：3配比交叉式加入团体沙盘,对照组患儿采用一对一个体沙盘干预。以异常行为评定量表（ABC）和孤独症治疗评估量表（ATEC）评估治疗3个月后的整体疗效。结果 实际入选试验组33例,对照组28例。试验组干预3个月后ABC量表情绪不稳、社交退缩、刻板行为因子得分及总分较干预前下降;对照组干预后刻板行为、言语失当得分及总分较干预前下降（P < 0.05）。试验组社交退缩和总分的干预前后差值大于对照组（P < 0.05）。试验组干预3个月后ATEC量表社交、感知觉、行为及总分较干预前下降,对照组语言、社交、行为及总分较干预前下降（P < 0.05）。试验组语言、社交、感知觉和总分的干预前后差值大于对照组（P < 0.01）。干预后试验组目光交流和沙具刻板排列的改善优于对照组（P < 0.05）。结论 个体沙盘和交叉式团体沙盘干预均可改善学龄前ASD患儿的症状。交叉式团体沙盘对ASD患儿的干预效能优于个体沙盘,以社交、情绪及刻板行为改善为著。     

阶梯式融合性箱庭疗法对学龄前轻中度孤独症谱系障碍患儿核心症状及睡眠管理的效果评价

目的 探讨阶梯式融合性箱庭疗法对学龄前轻中度孤独症谱系障碍（ASD）患儿核心症状及睡眠管理的疗效。方法 将50例轻中度ASD患儿随机分为对照组和试验组,每组各25例。对照组采取结构化教育方式结合听觉统合训练;试验组在对照组基础上,接受阶梯式融合性箱庭疗法。采用孤独症行为评定量表（ABC）、儿童孤独症评定量表（CARS）、社交反应量表（SRS）、睡眠习惯问卷（CSHQ）和情绪识别工具,评定治疗前和治疗3个月后的疗效。结果 试验组在感觉因子、社会交往因子、躯体运动因子、语言因子、ABC总分、CARS总分方面均低于对照组（P < 0.05）;试验组社会认知、社会沟通、社会动机、孤独症行为方式和SRS总分均低于对照组（P < 0.05）;试验组正立和倒置面孔的情绪识别正确率均高于对照组（P < 0.05）;试验组睡眠阻抗、入睡延迟、睡眠持续时间、睡眠觉醒、日间困倦和CSHQ总分均低于对照组（P < 0.05）。试验组终末箱庭创伤主题个数少于初始箱庭,治愈主题个数多于初始箱庭（P < 0.05）。结论 采用阶梯式融合性箱庭疗法可显著改善学龄前轻中度ASD患儿的核心症状和睡眠状况,可作为早期康复手段。     

专业人员指导下孤独症谱系障碍儿童家长执行的家庭康复疗效观察的前瞻性研究

目的 探讨专业人员指导下,由家长执行的家庭康复对孤独症谱系障碍（autism spectrum disorder,ASD）儿童的治疗作用。 方法 前瞻性选取ASD儿童60例（月龄24~60个月）,随机分为观察组和常规组。常规组儿童仅对家长进行线上理论培训。观察组儿童家长,除线上理论培训外,还进行专业人员团队指导下由家长执行的家庭康复。采用心理教育评估第3版（Psycho-Education Profile Third Edition,PEP-3）、儿童期孤独症评定量表（Childhood Autism Rating Scale,CARS）评估两组儿童干预前、干预后能力变化情况。 结果 经6个月干预后,观察组PEP-3量表各维度和常规组大部分维度得分较干预前提高（P<0.01）;两组CARS量表得分较干预前降低（P<0.05）。与常规组相比,干预后观察组儿童PEP-3量表语言理解、语言表达、大肌肉、小肌肉、个人自理、适应行为维度得分提高（P<0.05）,CARS量表得分降低（P<0.05）。 结论 对家长培训,由家长执行的干预可以提升ASD儿童的能力,改善其核心临床症状;但以专业人员组成的团队为资源平台,以家长为主要干预力量的家庭康复服务模式,对提升ASD儿童语言、运动等能力,改善其症状严重程度的效果更为显著。     

益生菌联合应用行为分析法治疗儿童孤独症谱系障碍的前瞻性随机对照研究

目的 探讨益生菌联合应用行为分析法（applied behavior analysis,ABA）治疗儿童孤独症谱系障碍（autism spectrum disorder,ASD）的疗效。 方法 选取2019年5月至2020年12月在江苏大学附属医院就诊的ASD患儿41例,随机分为观察组（n=21）和对照组（n=20）。观察组给予口服益生菌联合ABA干预,对照组仅给予ABA干预,比较两组的疗效。在干预前、干预后3个月分别依据孤独症治疗评估量表（autism treatment evaluation checklist,ATEC）对两组患儿行为症状的严重程度进行评分,并分别留取患儿的粪便标本,基于16s rRNA高通量测序分析两组患儿的肠道菌群差异。 结果 干预前,观察组与对照组ATEC评分差异无统计学意义（P>0.05）;干预后3个月,观察组与对照组ATEC评分均较干预前明显下降,且观察组ATEC评分低于对照组（P<0.05）。干预前,观察组与对照组肠道菌群构成情况无明显差异;干预后3个月,观察组与对照组肠道菌群构成情况存在明显差异。观察组双歧杆菌属、乳杆菌属、粪杆菌属、瘤胃菌属、普雷沃菌属、布劳特菌属的相对丰度明显高于对照组（P<0.05）,志贺氏菌属、梭状菌属的相对丰度明显低于对照组（P<0.05）。 结论 益生菌可能通过调节肠道菌群微生态进一步改善传统ABA治疗儿童ASD的疗效。 引用格式:     

融合团体箱庭疗法对Asperger综合征儿童的疗效

目的 探讨融合团体箱庭疗法对学龄前Asperger综合征（AS）儿童的临床效果。方法 将44例学龄前AS儿童作为研究对象,随机分成试验组和对照组,每组22例。对照组采用常规训练进行干预,试验组在常规训练的基础上,接受融合团体箱庭疗法。通过社交反应量表（SRS）、情绪识别工具和沙盘主题特征的变化评定治疗6个月后的疗效。结果 干预前试验组儿童SRS总分、各因子得分以及正立、倒置、上半面孔、下半面孔的面部表情识别正确率与对照组比较差异无统计学意义（P > 0.05）。与干预前比较,干预6个月后对照组和试验组儿童SRS总分和各因子得分均较前降低（P < 0.01）;对照组除正立位外,其余位置表情识别正确率均较前增高（P < 0.05）;试验组各位置表情识别正确率均较前增高（P < 0.05）。干预后试验组儿童SRS总分与除社交知觉因子外的其余各因子得分均低于对照组（P < 0.01）;各位置表情识别正确率均高于对照组（P < 0.01）。试验组儿童干预前与干预后沙盘主题特征个数比较差异具有统计学意义（P < 0.01）。结论 融合团体箱庭疗法可有效提高学龄前AS儿童的社交反应和情绪识别能力。     

剖宫产与学龄前儿童感觉统合失调的前瞻性队列研究

目的 采用前瞻性队列研究,评价剖宫产与学龄前儿童感觉统合失调的关联。 方法 依托上海交通大学医学院附属新华医院和附属国际和平妇幼保健院2012年建立的多中心母婴队列,于2017年采用儿童感觉统合能力发展评定量表,从前庭平衡、触觉防御和本体觉3个维度评价392名学龄前儿童感觉统合功能。剖宫产出生为暴露因素,阴道分娩者作为对照组。采用多因素logistic回归分析评估剖宫产与感觉统合各维度失调的关联。 结果 学龄前儿童感觉统合失调率为21.9%（86/392）,前庭平衡、触觉防御和本体觉失调率分别为5.9%（23/392）、5.4%（21/392）和15.1%（59/392）。调整母亲分娩年龄、母亲受教育程度及儿童出生情况等混杂因素后,剖宫产儿童发生本体觉失调的风险性显著增加（RR=4.16,95%CI：1.41~12.30,P<0.05）。按性别分层分析发现,剖宫产男童本体觉失调的发生风险高于阴道分娩男童（RR=5.75,95%CI：1.26~26.40,P<0.05）。 结论 剖宫产能显著增加学龄前儿童本体觉失调的发生风险,尤其是对男童的影响更为明显。     

早期介入丹佛模式的密集训练结合家长培训对孤独症谱系障碍儿童疗效及其对父母育儿压力的影响

目的 探讨早期介入丹佛模式（ESDM）的密集训练结合家长培训对孤独症谱系障碍（ASD）儿童的治疗作用及其对父母育儿压力的影响。方法 选取2018年8月至2019年1月诊断为ASD的2~5岁患儿70例为研究对象,随机分为ESDM组和家长培训组（n=35）。ESDM组接受ESDM密集训练,家长培训组在进行ESDM密集训练的基础上,家长另需接受ESDM技能培训。研究过程中每组各脱落2例。治疗前及治疗3个月后两组均采用孤独症行为量表（ABC）、儿童孤独症评定量表（CARS）、孤独症治疗评估量表（ATEC）和父母育儿压力指数简表（PSI-SF）进行评估。结果 经3个月治疗后,两组的ABC、CARS、ATEC总分均较治疗前降低（P < 0.05）。治疗前后两组组间ABC、CARS及ATEC总分比较差异均无统计学意义（P > 0.05）。两组治疗前后ABC、CARS、ATEC总分差值比较差异均无统计学意义（P > 0.05）。治疗3个月后,两组的PSI-SF总分较治疗前均降低（P < 0.05）,其中ESDM组的困难儿童维度分数较治疗前降低（P < 0.05）,而家长培训组在育儿愁苦、亲子互动失调、困难儿童3个维度的分数均较治疗前降低（P < 0.05）。治疗前后两组组间PSI-SF评分比较差异均无统计学意义（P > 0.05）。与ESDM组相比,家长培训组治疗前后父母PSI-SF总分及育儿愁苦、困难儿童2个维度分数差值均升高（P < 0.05）。结论 ESDM密集训练结合家长培训及单纯ESDM密集训练均可改善2~5岁ASD儿童的核心症状,同时缓解父母育儿压力;但ESDM密集训练结合家长培训对缓解父母育儿压力的效果更为显著。     

孤独症谱系障碍儿童丘脑和小脑磁共振波谱特征和临床关系的前瞻性研究

目的 探究孤独症谱系障碍（autism spectrum disorder,ASD）儿童丘脑和小脑生化代谢物指标变化及与临床特征的关系。 方法 前瞻性采用磁共振波谱（magnetic resonance spectroscopy,MRS）单体素点分辨率波谱序列对50名2~6岁的ASD儿童双侧丘脑和小脑进行分析,以肌酸（creatine,Cr）为内标测定代谢物N-乙酰天冬氨酸（N-acetylaspartate,NAA）/Cr、胆碱（cholin,Cho）/Cr、肌醇（myoinositol,MI）/Cr、谷氨酸复合物（glutamine and glutamate complex,Glx）/Cr的相对值,比较各代谢物的差异和临床症状之间的关系。 结果 ASD儿童左侧丘脑NAA/Cr与Griffiths发育评估量表中文版中听力-语言和手眼协调评分呈正相关（P<0.05）;右侧小脑Cho/Cr与个人-社交、听力-语言、手眼协调呈正相关（P<0.05）;左侧丘脑和左侧小脑的NAA/Cr呈正相关,左侧丘脑和左侧小脑的Glx/Cr呈正相关（P<0.05）。ASD儿童丘脑和小脑部位左右两侧代谢物之间相比差异无统计意义（P>0.05）。 结论 ASD儿童小脑、丘脑存在代谢紊乱,且左侧小脑和左侧丘脑代谢物改变之间存在关联,部分指标与ASD临床症状相关。MRS可能揭示了ASD的病理基础并为其诊断、预后评估提供无创、定量检测方法。     

新型冠状病毒肺炎疫情后儿童维生素D营养状况调查

目的 调查新型冠状病毒肺炎疫情发生后儿童维生素D营养状况，并探讨实施严格疫情防控措施对儿童维生素D营养状况的影响。 方法 回顾性选取2020年2~8月常规体检合格儿童7 460例作为观察组，同时选取2019年2~8月（无疫情期）10 102例常规体检合格儿童作为对照组，比较两组血清25羟基维生素D［25-hydroxy vitamin D，25(OH)D］水平。同时将观察组与对照组中3~4月期间的体检儿童分别作为疫情防控亚组（n=1 710）和未防控亚组（n=2 877）。将研究对象分成5个年龄段（婴儿期、幼儿期、学龄前期、学龄期及青春期），比较疫情防控亚组和未防控亚组组间各年龄段儿童血清25(OH)D水平的差异。 结果 观察组3月和4月的血清25(OH)D水平均明显低于对照组（P<0.001）。疫情防控亚组各年龄段儿童血清25(OH)D水平均明显低于未防控亚组（P<0.001）。疫情防控亚组幼儿期、学龄前期、学龄期和青春期儿童维生素D充足率显著低于未防控亚组（P<0.001），较未防控亚组分别下降10.71%、18.76%、59.63%和56.29%。 结论 新型冠状病毒肺炎疫情严格防控措施可能导致儿童，尤其是学龄期和青春期儿童的维生素D水平明显降低，建议及时监测儿童维生素D水平并补充适量维生素D 制剂，在遵守防疫规定的前提下尽量增加户外日照时间。 引用格式:     

Home-based DIR/Floortime™ Intervention Program for Preschool Children with Autism Spectrum Disorders: Preliminary Findings

ABSTRACT

Improving parent–child interaction and play are important outcomes for children with autism spectrum disorder (ASD). Play is the primary occupation of children. In this pilot study conducted in Taiwan, we investigated the effects of the developmental, individual difference, and relationship-based (DIR)/Floortime? home-based intervention program on social interaction and adaptive functioning of children with ASD. The participants were 11 children with ASD, ages from 45–69 months, and their mothers. Mothers were instructed the principles of the approach by an occupational therapist. All 11 children and their mothers completed the 10-week home-based intervention program, undergoing an average of 109.7 hr of intervention. Children made significant changes in mean scores for emotional functioning, communication, and daily living skills. Moreover, the mothers perceived positive changes in their parent-child interactions. The findings of this pilot study contribute to knowledge regarding the effects of home-based DIR/Floortime? intervention program on increasing the social interaction and adaptive behaviors of children with ASD in Taiwan.     

6~18岁智力障碍人群的孤独症谱系障碍样症状分析

目的 了解智力障碍（ID）人群的孤独症谱系障碍（ASD）样症状的发生情况。方法 选取2017年1~6月就读于上海市某特殊学校的6~18岁ASD人群和ID人群,以及同期在上海市某普通学校就读的同年龄段普通（TD）人群,由父母或其他监护人填写社交反应量表（SRS）,分别对其进行ASD样症状评估。结果 共纳入69例ASD、74例ID和177例TD研究对象。ID组SRS量表检查阳性率（47.3%）显著高于TD组（1.7%）（P < 0.001）,低于ASD组（87.0%）（P < 0.001）。ASD组、ID组和TD组SRS量表总分分别为114±26、80±24、38±19分,其中ID组SRS量表总分显著高于TD组得分（P < 0.05）,以社交认知维度差异最为显著（Cohen's d值为2.00）。轻-中度ID亚组和重-极重度ID亚组的SRS总分及各维度得分差异无统计学意义（P > 0.05）,且SRS得分与IQ之间无明显相关性（P > 0.05）。结论 6~18岁ID人群较普通人群存在更显著的ASD样症状,应对ID人群尽早进行ASD筛查并给予干预。     

Factors influencing scores on the social responsiveness scale

Background: The Social Responsiveness Scale (SRS) is a parent‐completed screening questionnaire often used to measure autism spectrum disorders (ASD) severity. Although child characteristics are known to influence scores from other ASD‐symptom measures, as well as parent‐questionnaires more broadly, there has been limited consideration of how non‐ASD‐specific factors may affect interpretation of SRS scores. Previous studies have explored effects of behavior problems on SRS specificity, but have not addressed influences on the use of the SRS as a quantitative measure of ASD‐symptoms. Method: Raw scores (SRS‐Raw) from parent‐completed SRS were analyzed for 2,368 probands with ASD and 1,913 unaffected siblings. Regression analyses were used to assess associations between SRS scores and demographic, language, cognitive, and behavior measures. Results: For probands, higher SRS‐Raw were associated with greater non‐ASD behavior problems, higher age, and more impaired language and cognitive skills, as well as scores from other parent report measures of social development and ASD‐symptoms. For unaffected siblings, having more behavior problems predicted higher SRS‐Raw; male gender, younger age, and poorer adaptive social and expressive communication skills also showed small, but significant effects. Conclusions: When using the SRS as a quantitative phenotype measure, the influence of behavior problems, age, and expressive language or cognitive level on scores must be considered. If effects of non‐ASD‐specific factors are not addressed, SRS scores are more appropriately interpreted as indicating general levels of impairment, than as severity of ASD‐specific symptoms or social impairment. Additional research is needed to consider how these factors influence the SRS’ sensitivity and specificity in large, clinical samples including individuals with disorders other than ASD.     

The parenting project for teen mothers: the impact of a nurturing curriculum on adolescent parenting skills and life hassles.

OBJECTIVE: Many teen parents and their babies are at a significant disadvantage because of poverty and inadequate parenting skills. We undertook a study aimed at increasing parenting skills and improving attitudes of teen mothers through a structured psychoeducational group model based on the Nurturing Curriculum. METHODS: All adolescent mothers in the Young Parents' Program were offered enrollment in a 12-week group parenting curriculum (intervention group) and were compared with those who declined the intervention but agreed to participate as comparison subjects (comparison group). This study had an intervention-comparison group design with pretest and posttest measures, including the Adult-Adolescent Parenting Inventory (AAPI), the Maternal Self-Report Inventory (MSRI), and the Parenting Daily Hassles Scale (Hassles Scale). RESULTS: There were 91 young mothers in the intervention group compared with 54 in the comparison group. While controlling for mother's age, baby's age, and race, the repeated-measures analyses showed that mothers who participated in the intervention group or attended more group sessions experienced improvements in their mothering role (MSRI) (trend), perception of childbearing experience (MSRI), appropriate developmental expectations of their child (AAPI), empathy for the baby (AAPI), and a reduction in the frequency of hassles in child and family events (Hassles Scale). CONCLUSION: The intervention group showed improvement in parenting skills and life hassles after participation in the intervention curriculum. More interventions are needed to confirm the positive effect of the group-based interventions on parenting and life skills of young mothers that may improve the social, emotional, and cognitive outcomes for the children born to teen parents.     

Stress experienced by mothers of Malaysian children with mental retardation

OBJECTIVE: To compare parenting stress among Malaysian mothers of children with mental retardation and a control group, and to determine factors associated with stress. METHODOLOGY: Seventy-five mothers of children with mental retardation aged 4-12 years and 75 controls (those without disabilities who attended the walk-in paediatric clinic) participated in the Parenting Stress Index (PSI). Intelligence quotient (IQ) and Child Behaviour Checklist (CBCL) scores, together with sociodemographic data, were entered into a multiple stepwise regression analysis, using the PSI as the criterion. RESULTS: Mothers of children with mental retardation scored significantly higher than control subjects in both the child-related domain (difference between means 26.1, 95% confidence interval 19.6-32.5) and parent-related domain (difference between means 15.0, 95% confidence interval 7.9-22.1) of the PSI. The total child behaviour scores from the CBCL (P < 0.01), IQ scores (P < 0. 01) and sibship size (P < 0.01) were associated with child-related domain scores. For the parent-related domain, CBCL (P < 0.01) and IQ scores (P = 0.01) remained important factors but Chinese ethnicity (P < 0.01) and maternal unemployment (P < 0.01) were also significant predictors of stress. CONCLUSION: A large proportion of mothers of children with mental retardation experienced substantial parenting stress, especially Chinese and unemployed mothers, and this warrants appropriate intervention.