同伴介入团体运动干预改善孤独症儿童的症状  

Peer-Mediated Group Exercise Intervention to Improve Symptoms for Children with Autism Spectrum Disorder

作　　者：朱芯逸 王灏 陈梦函 何木叶 赵凡 刘电芝[1,3] ZHU Xin-yi;WANG Hao;CHEN Meng-han;HE Mu-ye;ZHAO Fan;LIU Dian-zhi(School of Education,Soochow University,Suzhou 215123,China;School of Teacher Education,Dali University,Dali 671003,China;"Autism Research Center,Soochow University,Suzhou 215123,China)

机构地区：[1]苏州大学教育学院,苏州215123 [2]大理大学教师教育学院,大理671003 [3]苏州大学孤独症研究中心,苏州215123

出　　处：《中国临床心理学杂志》2024年第5期1181-1186,1140,共7页Chinese Journal of Clinical Psychology

基　　金：国家社会科学基金项目“自闭症儿童分阶综合运动训练模式探索及效果评估”(19BTY129);江苏省教育科学规划项目“孤独症儿童认知灵活性的特点及干预研究”(C/2023/01/80)。

摘　　要：目的:探究同伴介入团体运动干预对孤独症谱系障碍儿童(autism spectrum disorder,ASD)整体症状的影响。方法:从某融合小学选取4名ASD儿童为干预对象。每名ASD儿童与一名同班典型发展同伴配对,接受15次团体运动游戏干预。采用孤独症治疗评估表和视频观察表分析干预前、中、后期的视频。结果:两名全程参与干预的儿童在所有目标行为方面均显著改善。中途有缺席的ASD儿童一名共同注意和问题行为方面改善显著,另一名在共同注意、情绪控制和社交回应三方面有改善。结论:同伴介入的团体运动干预主要能改善孤独症儿童的共同注意、社交能力和问题行为。干预效果与孤独症儿童参与程度、典型发育同伴性格等有一定关联。Objective:To investigate the effects of a peer-mediated group exercise intervention on the overall symptoms of children with autism spectrum disorder(ASD).Methods:Four children with ASD were selected from an integrated elementary school for the intervention.Each child with ASD paired with a typically developing peer in the same class and received 15 sessions of group exercise intervention.The autism treatment evaluation checklist and video analysis were used to examine the effects of the intervention.The intervention was videotaped throughout the entire process,and the intervention videos were categorized into three phases:pre-,mid-,and post-intervention.The target behaviors of social skills,joint attention,and problematic behaviors of children with ASD in each stage of the intervention video were rated and counted quantitatively,and the changes of each target behavior in the first,middle,and late stages were compared.Results:There were differences in the effectiveness of the group exercise intervention for different children with ASD.Two children who participated fully in the intervention showed significant improvements in all target behaviors,whereas of the other two children who missed sessions due to leave of absence,one showed significant improvements in joint attention and problem behaviors,and the other showed improvements in joint attention,emotional control,and social responding.Conclusion:The peer-mediated group exercise intervention can improve social skills,joint attention,and problem behaviors in children with ASD.The effects of the intervention were related to the participation of children with autism in the program and typical developmental peer personality.

关 键 词：孤独症谱系障碍 同伴介入干预 运动团体干预 社交技能 

分 类 号：R395.5[哲学宗教—心理学]