音乐疗法及构音训练对自闭症儿童言语功能及自闭症评定量表评分的影响  

Effects of music therapy and vocal training on verbal function and CARS score in children with autism

作　　者：陈毅克[1] 王月 陈翠蓉 郑舒琪 CHEN Yike;WANG Yue;CHEN Cuirong;ZHENG Shuqi(Department of Pediatrics,Guigang People's Hospital,Guigang,Guangxi Zhuang Autonomous Region 537100,China;Department of Child Rehabilitation,Maternal and Child Health Hospital,Wuming District,Nanning,Guangxi Zhuang Autonomous Region 530100,China)

机构地区：[1]贵港市人民医院儿内科,广西壮族自治区贵港537100 [2]南宁市武鸣区妇幼保健院儿童康复科,广西壮族自治区南宁530100

出　　处：《安徽医药》2022年第1期61-65,共5页Anhui Medical and Pharmaceutical Journal

摘　　要：目的探讨音乐疗法及构音训练对自闭症儿童言语功能及自闭症评定量表(CARS)评分的影响。方法选取2017年12月至2019年5月贵港市人民医院接诊的自闭症儿童60例,依据建档顺序分组,各20例。A组采取音乐疗法,B组采取构音训练,C组联合采取音乐疗法及构音训练。统计三组干预前后自闭症儿童自闭症发育障碍心理教育量表(C-PEP)评分、自闭症治疗评估量表(ATEC)、行为检查量表(ABC)、CARS、格塞尔婴幼儿发展量表(Gesell)评分。结果干预后C组模仿、口语认知、认知表现、粗动作、精细动作、感知评分[(6.06±1.13)分、(5.09±1.10)分、(7.44±1.12)分、(9.55±1.22)分、(9.02±2.01)分、(6.35±1.05)分]高于A组[(3.53±1.10)分、(3.28±0.98)分、(4.48±1.09)分、(6.86±1.02)分、(6.69±1.89)分、(3.98±0.90)分]、B组[(3.49±1.08)分、(3.39±1.02)分、(4.51±1.08)分、(6.71±1.05)分、(6.81±1.95)分、(4.02±0.87)分](P<0.05);C组干预后社会、感知、社交、语言评分[(15.01±5.81)分、(14.71±3.98)分、(14.38±3.36)分、(19.91±4.01)分]低于A组[(18.99±5.15)分、(18.51±4.04)分、(19.15±4.03)分、(20.02±3.95)分]、B组[(19.12±5.30)分、(18.62±4.20)分、(18.93±4.20)分、(19.91±4.01)分](P<0.05);干预后C组语言、生活自理、交往、运动、感觉评分[(15.18±2.51)分、(8.32±1.23)分、(11.10±2.28)分、(9.61±2.01)分、(6.96±1.18)分]低于A组[(18.64±2.10)分、(11.01±1.54)分、(14.91±1.89)分、(12.97±1.88)分、(8.98±1.28)分]、B组[(18.19±2.66)分、(10.79±1.71)分、(14.69±2.01)分、(13.11±1.96)分、(8.81±1.35)分](P<0.05);干预后C组CARS评分(29.21±3.35)分低于A组(33.93±3.98)分、B组(34.09±4.01)分,语言能力(48.34±6.23)分、个人社交评分(43.13±5.91)分高于A组[(42.21±5.80)分、(38.90±4.94)分]、B组[(41.97±5.69)分、(39.66±5.13)分](P<0.05)。结论联合采取音乐疗法及构音训练对自闭症儿童实施干预,可调节其心理状态及行为状况,提高疾病治Objective To explore the effects of music therapy and articulation training on the speech function of children with autism and the children's autism rating scale(CARS)score.Methods A total of 60 children with autism who were admitted to Guigang People's Hospital from December 2017 to May 2019 were selected and assigned into three group according to the order of file creation,with 20 cases in each group.Group A taken music therapy,group B taken articulation training,and group C taken a combination of music therapy and articulation training.Statistics of the three groups before and after the intervention were the children psycho-educational profile(C-PEP)scores,the autistic treatment evaluation scale(ATEC),and the behavioral examinations.Table(behavior check scale,ABC),CARS,Gesell developmental schedules(gesell developmental schedules,Gesell)scores.Results After the intervention,imitation,oral cognition,cognitive performance,coarse movements,fine movements,perception scores of group C[(6.06±1.13),(5.09±1.10),(7.44±1.12),(9.55±1.22),(9.02±2.01),(6.35±1.05)points]were higher than those of group A[(3.53±1.10),(3.28±0.98),(4.48±1.09),(6.86±1.02),(6.69±1.89),(3.98±0.90)Points]and group B[(3.49±1.08),(3.39±1.02),(4.51±1.08),(6.71±1.05),(6.81±1.95),(4.02±0.87)points](P<0.05).After the intervention,the social,perception,social and language scores[(15.01±5.81),(14.71±3.98),(14.38±3.36),(19.91±4.01)points]of group C were lower than those of group A[(18.99±5.15),(18.51±4.04),(19.15±4.03),(20.02±3.95)points]and group B[(19.12±5.30),(18.62±4.20),(18.93±4.20),(19.91±4.01)points](P<0.05).After the intervention,the language,self-care,communication,movement,sensory scores of group C[(15.18±2.51),(8.32±1.23),(11.10±2.28),(9.61±2.01),(6.96±1.18)points]were lower those of group A[(18.64±2.10),(11.01±1.54),(14.91±1.89),(12.97±1.88),(8.98±1.28 points)]and group B[(18.19±2.66),(10.79±1.71),(14.69±2.01),(13.11±1.96),(8.81±1.35)points](P<0.05).After the intervention,the CARS score of group C(29.

关 键 词：自闭症 音乐疗法 构音训练 言语功能 儿童 

分 类 号：R749.94[医药卫生—神经病学与精神病学]