人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果

张艳; 包昕哲; 白傲锐

doi:10.16835/j.cnki.1000-9817.2025101

人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果

doi: 10.16835/j.cnki.1000-9817.2025101

内蒙古鸿德文理学院教育系，呼和浩特 010070

基金项目:

2024年度内蒙古自治区少年儿童发展研究课题项目 NMGSEJDKT202410

详细信息

作者简介:
张艳(1980- )，女，内蒙古赤峰人，博士，副教授，主要研究方向为心理健康教育。人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果。

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中图分类号: R179 R748 B844.1
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出版历程
- 收稿日期: 2024-10-31
- 修回日期: 2025-02-11
- 网络出版日期: 2025-05-08
- 刊出日期: 2025-04-25

Effects of interpersonal synchronization intervention on improving social behavior deficits children with autism spectrum disorder

Department of Education, Inner Mongolia Honder College of Arts and Sciences, Hohhot (010070), Inner Mongolia Autonomous Region, China

摘要

摘要: 目的探究人际同步干预对孤独症谱系障碍(ASD)儿童社交行为缺陷的改善效果，为优化ASD儿童社交干预方案提供有效指导。方法 2022年9月—2023年3月，从内蒙古自治区精神卫生中心儿童青少年心理卫生医疗中心招募84例7~12岁ASD儿童，随机分为干预组(42例)与对照组(42例)。干预组执行为期7个月的社交互动游戏干预，每周平均2次，每次持续70 min，累计干预56次；对照组仅参与日常交流、合作等常规社交活动。分别在干预前后对两组ASD儿童交流行为指标(语言表达、语言理解与认知口语)与非适应行为指标(动作特征、情感表达与社会交际)采用心理教育量表(第3版)进行测试，并使用t检验分析干预前后两组ASD儿童社交行为指标差异。结果干预前，对照组与干预组ASD儿童语言表达、语言理解及认知口语得分差异均无统计学意义(t值分别为1.43，1.65，1.67，P值均＞0.05)；干预组在干预前的语言表达(76.29±2.34)、认知口语(84.24±2.13)评分均低于干预后(79.28±3.16，88.39±2.35)(t值分别为-4.17，-4.66)，语言理解评分(85.64±2.30)高于干预后(83.33±1.28)(t=5.41)(P值均＜0.05)。干预前，干预组与对照组动作特征、情感表达、社会交际的组间差异均无统计学意义(t值分别为1.05，1.46，1.69，P值均＞0.05)；干预后，干预组的动作特征(79.55±3.32)、情感表达(73.20±3.21)、社会交际(78.22±4.05)评分均高于干预前(72.24±3.43，69.33±4.18，76.21±3.14)(t值分别为7.10，5.51，4.24，P值均＜0.05)。结论人际同步干预方案对ASD儿童社交行为缺陷具有良好改善效果。
- 人际关系 /
- 孤独性障碍 /
- 信息交流 /
- 精神卫生 /
- 干预性研究 /
- 儿童
Abstract: Objective To investigate the efficacy of interpersonal synchronous intervention on improving social behavioral deficits in children with autism spectrum disorder (ASD), in order to provide effective guidance for optimizing social intervention programs for ASD children. Methods From September 2022 to March 2023, 84 ASD children aged 7-12 years were recruited from the Children and Adolescents Mental Health Medical Center of Inner Mongolia Autonomous Region Mental Health Center. The test subjects were randomly divided into an intervention group (42 cases) and a control group (42 cases). A 7-month social interactive game intervention plan was implemented in the intervention group, with an average of 2 times per week, each lasting 70 minutes, for a total of 56 interventions; the control group only participates in routine social activites such as daily communication and cooperation. And tests were conducted on communication behavior indicators (language expression, language comprehension, and cognitive speaking) and maladaptive behavior indicators (action characteristics, emotional expression, and social communication) of two groups of ASD children before and after intervention, and the differences in various social behavior indicators between the two groups of ASD children before and after intervention were compared through paired sample t-test. Results Before the intervention, there were no significant differences in language expression, language understanding and cognitive oral scores of children with ASD between the intervention and control groups (t=1.43, 1.65, 1.67, P>0.05). The language expression (76.29±2.34) and cognitive speaking (84.24±2.13) scores of the intervention group before intervention were lower than those after intervention (79.28±3.16, 88.39±2.35) (t=-4.17, -4.66), and the language understanding score (85.64 ± 2.30) was higher than that after intervention (83.33±1.28) (t=5.41)(P < 0.05). Before intervention, there were no statistically significant differences in non adaptive behavior factors (motor characteristic, emotional expression, and social communication)between groups (t=1.05, 1.46, 1.69, P>0.05). After intervention, the intervention group had higher scores in motor characteristics (79.55±3.32), emotional expression (73.20±3.21), and social communication (78.22±4.05) compared to the control group (72.24±3.43, 69.33±4.18, 76.21±3.14) (t=7.10, 5.51, 4.24, P < 0.05). Conclusion The interpersonal synchronous intervention program has shown good improvement in the treatment of social behavior disorders in children with ASD.
- Interpersonal relations /
- Autistic disorder /
- Communication /
- Mental health /
- Intervention studies /
- Child
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表 1 干预前后两组ASD儿童交流行为和非适应性行为因子得分比较(x ±s)

Table 1. Comparison of communication and maladaptive behavior factor scores between two groups of ASD children before and after intervention(x ±s)

组别	干预前后	人数	统计值	交流行为			非适应行为
组别	干预前后	人数	统计值	语言表达	语言理解	认知口语	动作特征	情感表达	社会交际
干预组	干预前	42		76.29±2.34	85.64±2.30	84.24±2.13	87.16±3.14	77.55±5.03	85.46±4.03
	干预后	42		79.28±3.16	83.33±1.28	88.39±2.35	79.55±3.32	73.20±3.21	78.22±4.05
			t值	-4.17	5.41	-4.66	7.10	5.51	4.24
			P值	0.02	0.02	0.03	0.03	0.03	0.02
对照组	干预前	42		74.29±2.01	69.21±1.22	72.13±3.22	71.13±3.22	68.29±4.13	75.10±2.02
	干预后	42		75.08±2.25	69.34±1.41	72.24±3.43	72.24±3.43	69.33±4.18	76.21±3.14
			t值	-1.41	-1.39	-1.27	-1.92	-1.87	-1.49
			P值	0.67	0.64	0.76	0.51	0.51	0.52

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