【摘要】 目的探讨医教结合干预对特殊教育中孤独症谱系障碍(autism spectrum disorder,ASD)儿童康复训练的作用。方法于特殊教育学校选取67名ASD儿童,儿童保健医师采用0~6岁儿童发育量表(Gesell)、社会生活能力量表分别对其发育水平、社会生活能力进行评估。对48名干预组儿童,儿童保健医师根据其发育年龄、实际生活能力制定干预目标,教师根据干预目标,制定符合其发育水平的个体化训练方案,实施训练;19名对照组儿童按特殊教育学校原有日常康复训练课程进行训练。训练12个月后,儿童保健医师采用同样方法再次对儿童进行评估。结果干预组儿童训练后较训练前在适应性、语言、社会生活能力方面的进步情况显著优于对照组。低年龄(<7岁)儿童干预效果明显优于高年龄(≥7岁)儿童。结论医教结合干预有利于促进特殊教育中ASD儿童的发育水平、社会生活能力,早期干预效果更显著。更多还原

【Abstract】 Objective To investigate the effects of medical service and education partnership intervention on rehabilitation of children with autism spectrum disorder( ASD) in special education. Methods Sixty-seven children with ASD were selected from special education schools. Gesell development scale for children aged 0 to 6 and community living scale were utilized by child health care physicians to evaluate the development level and community living level of children. Forty-eight children were classified into intervention group, individualized rehabilitation training targets were designed by physicians based on the evaluation results, and individualized rehabilitation training program was put forward and conducted by teachers in special education schools. The other 19 children were served as controls, and routine rehabilitation training of special education schools was carried out. After training for 12 months, all children were reevaluated by physicians with the same methods. Results Compared with the control group, children in the intervention group made more progress on adaptability, language and social life skills after training. The intervention effects of children of younger age( < 7 years) were significantly better than those of older age( ≥ 7 years). Conclusion Medical service and education partnership intervention is beneficial to the promotion of development level and social life skills in children with ASD, and earlier intervention may be more effective.更多还原