目的:探讨结构化教学应用在自闭症患儿治疗期间的效果.方法:纳入2022年6月—2023年10月我院接受治疗的90例自闭症患儿,按照随机数字表法分为对照组和研究组,每组45例.对照组给予常规干预,研究组在常规干预基础上给予结构化教学干预.比较两组临床症状[孤独症治疗评估量表(autism treatment evaluation checklist,ATEC)各项评分]、情绪行为问题[长处和困难问卷(strengths and difficulties questionnaire,SDQ)各项评分]及家长满意度.结果:干预后,研究组ATEC各项评分、SDQ各项评分低于对照组,差异有统计学意义(P<0.05);研究组家长满意度为97.78％,高于对照组的80.00％,差异有统计学意义(P<0.05).结论:在自闭症患儿中开展结构化教学干预效果良好,可有效减轻改善患儿临床症状,改善情绪行为问题,提高家长满意度.
Effect of Structured Teaching for Children with Autism
Objective:To explore the effect of structured teaching in the treatment of children with autism. Methods:A total of 90 children with autism who were treated in our hospital from June 2022 to October 2023 were enrolled. They were divided into control group and study group according to the random number table method,with 45 children in each group. The control group was given routine intervention,and the study group was given structured teaching intervention on the basis of routine intervention. The clinical symptoms[Autism Treatment Evaluation Checklist (ATEC) scores],emotional and behavioral problems[Strengths and Difficulties Questionnaire (SDQ) scores]and parental satisfaction were compared between the two groups. Results:After intervention,the scores of ATEC and SDQ in the study group were lower than those in the control group,and the differences were statistically significant (P<0.05). The parental satisfaction of the study group was 97.78％,which was higher than 80.00％ of the control group,and the difference was statistically significant (P<0.05). Conclusion:The effect of structured teaching intervention in children with autism is good,which can effectively improve the clinical symptoms of children,improve emotional and behavioral problems,and improve parents' satisfaction.
AutismChildrenStructured teachingEmotional and behavior problems
万方数据
维普
