听觉统合训练对孤独症伴听觉注意障碍儿童的影响  

Effect of Auditory Integration Training on Children with Autism Spectrum Disorder and Auditory Attention Disorder

作　　者：黄启军 周坤 刘振寰 杨杰 HUANG Qijun;ZHOU Kun;LIU Zhenhuan;YANG Jie(Changsha Maternal and Child Health Hospital,Changsha,Hunan 410100,China;Nanhai Maternity and Children's Hospital Affiliated to Guangzhou University of Traditional Chinese Medicine,Nanhai,Guangdong 528200,China;Hunan Women's and Children's Hospital,Changsha,Hunan 410000,China)

机构地区：[1]长沙县妇幼保健院,湖南长沙410100 [2]广州中医药大学附属南海妇产儿童医院,广东南海528200 [3]湖南妇女儿童医院,湖南长沙410000

出　　处：《康复学报》2022年第4期314-319,共6页Rehabilitation Medicine

基　　金：湖南省2021年度残疾人康复科研项目(2021XK0215)。

摘　　要：目的:观察听觉统合训练对孤独症(ASD)伴听觉注意障碍儿童语言、社交沟通和行为的影响。方法:选择2020年1月—2021年5月在长沙县妇幼保健院儿童康复科治疗的ASD伴听觉注意障碍患儿83例,采用随机数字表法分为对照组和观察组,每组41例、42例。对照组接受语言训练、行为疗法、感统训练、脑仿生电刺激等常规康复训练,1次/d,5次/周,20次/疗程,疗程间隔3~5 d,共持续治疗9个月。观察组在对照组的基础上接受听觉统合训练,30 min/次,1次/d,20次/疗程,1个疗程/月,疗程间隔2个月,共持续治疗9个月。分别于治疗前后采用漏数字法评估2组患儿听觉注意能力;采用Gesell儿童发育量表评估2组患儿语言和社会交往能力;采用《孤独症儿童心理教育评估量表》(第3版)(PEP-3)评估2组患儿沟通能力和行为;采用儿童孤独症评分量表(CARS)和孤独症儿童行为量表(ABC)评估2组患儿孤独症典型症状。结果:①听觉注意评分:与治疗前比较,2组治疗后患儿听觉注意评分均明显提高(P<0.05);与对照组比较,观察组治疗后听觉注意评分明显更高(P<0.05)。②语言和个人社交能力:与治疗前比较,2组治疗后Gesell量表语言、个人-社交评分均明显提高(P<0.05);与对照组比较,观察组治疗后语言、个人-社交评分均明显更高(P<0.05)。③沟通和行为能力:与治疗前比较,2组治疗后PEP-3量表中沟通能力、行为能力得分均明显提高(P<0.05);与对照组比较,观察组治疗后PEP-3量表中沟通能力、行为能力得分均明显更高(P<0.05)。④孤独症典型症状表现:与治疗前比较,观察组治疗后ABC评分和CARS评分均明显降低(P<0.05)。与对照组比较,观察组治疗后ABC评分和CARS评分均明显更低(P<0.05)。结论:听觉统合训练可有效改善ASD伴听觉注意障碍儿童的听觉注意能力及语言、社会交往、沟通和行为能力,缓解孤独症典型症状。Objective:To observe the effect of auditory integration training on language,social communication and behavior of Children with autism spectrum disorder(ASD)and auditory attention disorder.Methods:A total of 83 ASD children with auditory attention disorder treated in the children rehabilitation department of Changsha Maternal and Child Health Hospital from January 2020 to May 2021 were randomly divided into control group and observation group,with 41 cases and 42 cases respectively.The control group received comprehensive rehabilitation training including the language training,behavior therapy,sentiment training and brain bionic electrical stimulation,once a day,five times a week,20 times for a course of treatment in one month,with a rest interval of 3-5 days,lasting for nine months.In addition to the treatment of the control group,the observation group received auditory integration training for 30 minutes a time,once a day,20 times for a course of treatment in one month,with a rest interval of two months,lasting for nine months.Before and after treatment,the missing number method was used to evaluate the auditory attention Gesell child development scale was used to evaluate the language and social communication skills;Psycho educational profile-3(PEP-3)was used to evaluate the communication and behavior skills;Childhood autism rating scale(CARS)and autism behavior checklist(ABC)were used to evaluate the typical symptoms of autism.Results:(1)Auditory attention:compared with that before treatment,the scores of the auditory attention of both groups significantly increased after treatment(P<0.05).The observation group scored higher in the auditory attention than the control group after treatment(P<0.05).(2)Language and social communication skills:compared with that before treatment,the scores of language and social communication skills in Gesell scale of both groups significantly increased after treatment(P<0.05).Compared with the control group,the scores of language and social communication skills of the observatio

关 键 词：孤独症谱系障碍 听知觉障碍 听觉注意训练 共同注意 

分 类 号：R749.94[医药卫生—神经病学与精神病学] R493[医药卫生—临床医学]