结构化教学法对孤独症谱系障碍儿童的影响分析  

Impact Analysis of Structured Teaching Method on Children With Autism Spectrum Disorder

作　　者：李斌[1] 戚艳杰[1] 何凡[1] 郑毅[1] LI Bin;QI Yanjie;HE Fan;ZHENG Yi(Department of Child Psychiatry,Beijing Anding Hospital Affiliated to Capital Medical University/National Center for Clinical Research of Psychiatric and Psychological Diseases/Beijing Key Laboratory of Psychiatric Diagnosis and Treatment,Beijing 100088,China)

机构地区：[1]首都医科大学附属北京安定医院儿童精神科/国家精神心理疾病临床医学研究中心/精神疾病诊断与治疗北京市重点实验室,北京100088

出　　处：《中国继续医学教育》2021年第2期146-149,共4页China Continuing Medical Education

摘　　要：目的观察结构化教学法对孤独症谱系障碍儿童的影响。方法选取医院合作机构(小雨滴)2018年8月—2019年8月收治的42例孤独症谱系障碍儿童为研究对象,在征得患儿家属同意的情况下按照双色球随机分配原则将参与本次研究的患儿分为对照组(21例:传统教学法)与试验组(21例:结构化教学法),比较两组患儿干预效果。结果试验组患儿干预1个月、3个月、6个月后儿童孤独症评定量表(CARS)以及Gesell发育量表评估均高于对照组同一时间对应量表得分,各项数据差异有统计学意义(P<0.05)。结论孤独症谱系障碍儿童结构化教学法干预效果明显优于传统教学法,有利于改善孤独症谱系障碍儿童症状,促进其个体发育。Objective To observe the effect of structured teaching method on children with autism spectrum disorder.Methods 42 children with autism spectrum disorder admitted by our cooperative institution(Xiaoyudi)from August 2018 to August 2019 were selected as the subjects of this study.With the consent of their families,the children who participated in this study were divided into control group(21 cases:traditional teaching method)and experimental group(21 cases:structured teaching method)according to the principle of random distribution of dichroism Intervention effect.Results The scores of children's Autism Rating Scale(cars)and Gesell development scale in the experimental group were higher than those in the control group at the same time after one month,three months and six months of intervention(P<0.05).Conclusion the intervention effect of structured teaching method for children with autism spectrum disorder is better than that of traditional teaching method,which is beneficial to improve the symptoms and promote the individual development of children with autism spectrum disorder.

关 键 词：结构化教学法 医疗干预 干预效果 个体发育 儿童 孤独症谱系障碍 

分 类 号：R749[医药卫生—神经病学与精神病学]