摘要
目的 探讨BSR干预模式在孤独症谱系障碍(ASD)儿童中的效果,为改善ASD儿童的预后提供临床参考.方法 选取2018 年9 月至2022 年12 月进行干预的1～3 岁ASD儿童作为研究对象,应用BSR干预模式进行长程高强度的干预训练.应用心理教育量表(第三版)(PEP-3)对ASD儿童发展情况于干预前、干预后进行评估.结果 共纳入119 例ASD儿童.ASD儿童干预后沟通因子、运动因子、不适应行为因子、照顾者报告各条目原积分得分较干预前高,差异有统计学意义(P<0.05);在合成分数中,ASD儿童沟通干预前后比较差异有统计学意义(P<0.001).干预前,ASD儿童认知、语言理解、沟通方面以中、重度(29.4%～54.6%)为主.干预后ASD儿童各条目均以轻微/恰当、中度为主.ASD儿童在认知、语言表达、语言理解、模仿、行为特征-语言以及沟通方面较干预前差异有统计学意义(P<0.05).结论 早期对1～3 岁ASD儿童进行BSR模式的干预训练,能够显著提升ASD儿童的认知、语言等多种功能,具有较好的干预疗效.
Abstract
Objective To explore the effectiveness of BSR intervention model in children with autism spectrum disorders(ASD)and provide clinical reference for improving the prognosis of children with ASD.Methods From September 2018 to De-cember 2022,children with ASD aged 1 to 3 were included as research participants and received long-term,high-intensity interven-tion training using BSR intervention model.The development of children was assessed before and after the intervention using the psychoeducational profile third edition(PEP-3).Results 119 children with ASD were included.Scores of children on the com-munication,motor ability,maladaptive behavior factors,and caregiver-reported items showed a significant increasing trend after the intervention(P<0.05).In the composite score,there was a statistically significant difference in communication between ASD chil-dren before and after intervention(P<0.001).Before the intervention,the cognition,language understanding,and communication of ASD children were primarily moderate to severe(29.4%～54.6%).After the intervention,all items in ASD children were mainly mild/appropriate to moderate.There were significant differences in cognitive,language expression,language understanding,imitation,characteristic verbal behaviors,and communication among ASD children compared with those before intervention(P<0.05).Conclusion Early intervention training in the BSR model for 1～3-year-old children with ASD could significantly im-prove their cognitive,language,and other functions,and has a good intervention effect.
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