医教结合康复训练干预对孤独症谱系障碍儿童发育水平及社会生活能力的影响

目的 探讨医教结合康复训练干预在孤独症谱系障碍(autism spectrum disorder,ASD)患儿中的应用效果。方法 选择2019年6月-2021年1月于笔者所在医院就诊的ASD患儿72例,将2019年6月-2020年3月就诊的36例患儿设为对照组,接受常规康复训练;将2020年4月-2021年1月就诊的36例患儿设为观察组,接受医教结合康复训练。比较2组干预前、干预6个月后Gesell发育量表(Gesell developmental scale)、婴儿-初中学生社会生活能力量表(简称S-M量表)、社会沟通能力问卷(social communication questionnaire,SCQ)评分。结果 干预6个月后,观察组Gesell量表中语言、个人社交、大运动、精细运动、适应性行为等维度评分均高于对照组(P＜0.001), S-M量表和SCQ量表评分也高于对照组(t=10.688,P<0.001;t=3.905,P<0.001)。结论 医教结合康复训练干预能够有效改善ASD儿童发育水平,提高其社会生活与沟通能力。

The effect of medical education combined with rehabilitation training on the developmental level and social ability of children with autism spectrum disorder

Objective To explore the application effect of medical education combined with rehabilitation training in children with autism spectrum disorder (ASD). Methods A total of 72 ASD children treated in our hospital between June 2019 and January 2021 were selected. Among them, 36 children treated between June 2019 and March 2020 were selected into the control group, while 36 treated in the following 10 months were chosen into the observation group. They were given routine rehabilitation training and medical education combined with rehabilitation training respectively. Then both groups were evaluated their developmental level and social function using the Gesell development scale, S-M scale and social communication ability questionnaire scale (SCQ) before and after the 6-month intervention. Results After 6-month intervention, the scores of the language, individual social ability, grand motion, fine motion and adaptive behavior in the Gesell scale of the observation group were higher than that of the control group(P<0.001), as well as the S-M ad SCQ scores of the former were significantly higher than that of the latter(t=10.688, P<0.001; t=3.905, P<0.001). Conclusion The combination of medical education and rehabilitation training can effectively improve the developmental level, along with the social and communication skills of children with ASD.