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数字化认知干预对孤独症谱系障碍儿童认知能力的改善效果
The Improvement Effects of Digital Cognitive Intervention on Cognitive Ability of Children with Autism Spectrum Disorder
- 中国听力语言康复科学杂志 2024年22卷第5期 页码：550-554
- 作者机构：
1.北京大学第六医院/北京大学精神卫生研究所/国家卫生健康委员会精神卫生学重点实验室（北京大学）/国家精神心理疾病临床医学研究中心 北京 100083
2.北京阿叟阿巴科技有限公司 北京 100085
- 作者简介：
孙秉玺 博士；研究方向：儿童精神病学
蔡赵娜 硕士；研究方向：儿童早期干预
刘靖，E-mail：ljyuch@bjmu.edu.cn
- 基金信息：
DOI：10.3969/j.issn.1672-4933.2024.05.025
中图分类号： R493纸质出版日期：2024-09-15，
收稿日期：2024-07-12，
- 稿件说明：
移动端阅览
孙秉玺,蔡赵娜,李雪等.数字化认知干预对孤独症谱系障碍儿童认知能力的改善效果[J].中国听力语言康复科学杂志,2024,22(05):550-554.
SUN Bing-xi,CAI Zhao-na,LI Xue,et al.The Improvement Effects of Digital Cognitive Intervention on Cognitive Ability of Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(05):550-554.
孙秉玺,蔡赵娜,李雪等.数字化认知干预对孤独症谱系障碍儿童认知能力的改善效果[J].中国听力语言康复科学杂志,2024,22(05):550-554. DOI： 10.3969/j.issn.1672-4933.2024.05.025.
SUN Bing-xi,CAI Zhao-na,LI Xue,et al.The Improvement Effects of Digital Cognitive Intervention on Cognitive Ability of Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(05):550-554. DOI： 10.3969/j.issn.1672-4933.2024.05.025.
摘要
目的
2
探究数字化认知干预对孤独症谱系障碍（autism spectrum disorder，ASD）儿童认知功能的改善效果。
方法
2
选取某康复机构2～8岁ASD儿童43例，随机分为数字化认知干预组（n=24）和常规干预组（n=19）。数字化认知干预组在常规线下干预的基础上接受10周数字化认知干预，常规干预组仅接受10周常规线下干预。使用心理教育量表中文修订第3版（the third edition of the revised chinese version of psycho-educational profile，C-PEP-3）评估两组儿童干预前（基线）和干预后（终点）认知功能和整体发展。
结果
2
终点时，数字化认知干预组C-PEP-3各领域及总发展月龄均显著高于基线时（
P
<
0.05），常规干预组除手眼协调领域外，其余各领域及总发展月龄均显著高于基线时（
P
<
0.05）；在认知表现领域和总发展月龄上，数字化认知干预组得分差值（终点值-基线值）显著大于常规干预组（
P
<
0.05）；数字化认知干预平均每天训练回合数与C-PEP-3认知表现领域和总发展月龄得分差值呈中度正相关（
r
=0.42～0.57，
P
<
0.05）。
结论
2
数字化认知干预能够有效促进ASD儿童的认知发展和总体能力发展，且训练数量越多，进步越大。
Abstract
Objective
2
To explore the efficacy of digital cognitive intervention on the cognitive function of children with autism spectrum disorder (ASD).
Methods
2
Forty-three children aged 2-8 years with ASD were recruited from a rehabilitation and randomly divided into a digital cognitive intervention group (n=24) and a conventional intervention group (n=19). The both groups received conventional offline intervention training
while the children in the digital cognitive intervention group received digital cognitive intervention training on this basis for a total of 10 weeks. The cognitive function and overall development of the two groups of children were evaluated before training (baseline) and after training (endpoint) using the Third Edition of the Revised Chinese Version of Psycho-Educational Profile (C-PEP-3).
Results
2
In the digital cognitive intervention group
the developmental months in all fields and total developmental months of C-PEP-3 were significantly higher at the end of training than at baseline (
P
<
0.05). Except for hand-eye coordination
the developmental months of C-PEP-3 in the conventional intervention group were also significantly higher at the end of training than at baseline (
P
<
0.05). The digital cognitive intervention group showed significantly greater progress (endpoint minus baseline) in cognitive performance and overall development of C-PEP-3 than conventional intervention group (
P
<
0.05). The average number of daily training rounds of digital cognitive intervention for children was moderately positively correlated with the progress of cognitive performance and overall development of C-PEP-3 (
r
=0.42-0.57
P
<
0.05).
Conclusion
2
Digital cognitive intervention could effectively promote the cognitive development and overall development of children with ASD
and the more the ASD children participate in the training of digital cognitive intervention
the greater the progress of their cognitive development and overall development.
关键词
孤独症谱系障碍数字化认知干预儿童
Keywords
Autism spectrum disorderDigital cognitive interventionChildren
references
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