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

ZHANG Yan; BAO Xinzhe; BAI Aorui

doi:10.16835/j.cnki.1000-9817.2025101

Volume 46 Issue 4

Apr. 2025

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ZHANG Yan, BAO Xinzhe, BAI Aorui. Effects of interpersonal synchronization intervention on improving social behavior deficits children with autism spectrum disorder[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(4): 569-572. doi: 10.16835/j.cnki.1000-9817.2025101

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ZHANG Yan, BAO Xinzhe, BAI Aorui. Effects of interpersonal synchronization intervention on improving social behavior deficits children with autism spectrum disorder[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(4): 569-572. doi: 10.16835/j.cnki.1000-9817.2025101

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

doi: 10.16835/j.cnki.1000-9817.2025101

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

Received Date: 2024-10-31
Rev Recd Date: 2025-02-11

Available Online: 2025-05-08

Publish Date: 2025-04-25

Abstract

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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References(23)

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