社交技能训练课程对学龄前孤独症谱系障碍儿童社交功能及照顾者养育压力研究

任婕; 顾丽慧; 徐纯鑫; 朱立国; 曹晔; 沈敏

doi:10.3969/j.issn.1672-4933.2026.04.003

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社交技能训练课程对学龄前孤独症谱系障碍儿童社交功能及照顾者养育压力研究

孤独症行为干预与康复 | 更新时间：2026-09-22

- 社交技能训练课程对学龄前孤独症谱系障碍儿童社交功能及照顾者养育压力研究
- The Effects of the PEERS Program on Social Skills of Preschool Children with Autism Spectrum Disorder and Caregiver Parenting Stress
- 中国听力语言康复科学杂志 2026年24卷第4期页码：345-349
- 作者机构：
  
  1.上海市特殊儿童康复中心上海 201411
  2.上海交通大学医学院附属上海儿童医学中心上海 200127
- 作者简介：
  
  任婕硕士中级康复治疗师；研究方向：学龄前孤独症儿童康复
  沈敏，E-mail：minshen223@vip.163.com
- 基金信息：
  
  2023年上海市残疾人联合会康复政策研究专项立项项目“孤独症儿童主要照护者心理问题现状及政策需求研究”(2023ZC1006)
- DOI：10.3969/j.issn.1672-4933.2026.04.003
  中图分类号： R494
- 收稿：2026-02-24，
  
  修回：2026-05-14，
  
  录用：2026-06-30，
  
  纸质出版：2026-07-15
- 稿件说明：
移动端阅览
任婕,顾丽慧,徐纯鑫等.社交技能训练课程对学龄前孤独症谱系障碍儿童社交功能及照顾者养育压力研究[J].中国听力语言康复科学杂志,2026,24(04):345-349.

REN Jie,GU Li-hui,XU Chun-xin,et al.The Effects of the PEERS Program on Social Skills of Preschool Children with Autism Spectrum Disorder and Caregiver Parenting Stress[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(04):345-349.
任婕,顾丽慧,徐纯鑫等.社交技能训练课程对学龄前孤独症谱系障碍儿童社交功能及照顾者养育压力研究[J].中国听力语言康复科学杂志,2026,24(04):345-349. DOI： 10.3969/j.issn.1672-4933.2026.04.003.

REN Jie,GU Li-hui,XU Chun-xin,et al.The Effects of the PEERS Program on Social Skills of Preschool Children with Autism Spectrum Disorder and Caregiver Parenting Stress[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(04):345-349. DOI： 10.3969/j.issn.1672-4933.2026.04.003.

摘要

目的

对学龄前孤独症谱系障碍（ASD）儿童进行社交技能训练（program for the education and enrichment of relational skills，PEERS），研究ASD儿童的社交功能疗效及主要照顾者养育压力。

方法

选取7组ASD儿童家庭，进行16周社交技能训练，每周1次，对比分析干预前后的评估结果。采用社交问卷（social communication questionnaire，SCQ）、社交反应量表第二版（social responsiveness scale second edition，SRS-2）、社交技能评定系统（social skills rating system，SSRS）评估儿童社交能力；采用抑郁自评量表（self-rating depression scale， SDS）、焦虑自评量表（self-rating anxiety scale，SAS）及育儿压力量表简表（parenting stress index-short form，PSI-SF）评估主要照顾者心理状态。

结果

SCQ（

=0.024）及SRS量表（

=0.002）分数具有显著差异， SRS量表中子分项社交认知（

=3.930，

=0.008）、社交沟通（

=6.870，

0.001）及SRS量表中代表总体社交沟通能力指数（social communication index，SCI）（

=7.170，

0.001）分值均具有显著差异。SAS（

=4.300，

=0.005）及SDS量表（

=3.310，

=0.016）总分具有显著差异，PSI-SF分项亲职愁苦具有显著差异（

=2.710，

=0.035）。

结论

干预前后ASD儿童的社交能力得到显著改善，对社交线索的关注及反应能力提升，但重复行为改善不明显。主要照顾者的心理状况得到显著改善，亲职养育压力分项亲职愁苦维度分值显著减少。PEERS课程有望改善ASD儿童的核心社交障碍。

Abstract

Objective

This study investigated the effect of reschool PEERS program for children with autism on social functions of the children and the mental state of the main caregivers.

Method

Seven families of children with autism were selected and received 16 weeks of training

the study was conducted once a week. The social abilities of children were assessed by SCQ

SRS-2

SSRS. The psychological status of primary caregivers was evaluated using SDS

SAS

and PSI-SF.

Results

Before and after the study. The scores of the SCQ scale (

=0.024) and the SRS scale (

=0.002) showed significant differences. The social cognition (

=3.930

=0.008)

social communication (

=6.870

0.001) in the SRS scale

and the SCI (

=7.170

0.001) in the SRS scale all had significant differences. The total scores of the SAS scale (

=4.300

=0.005) and the SDS scale (

=3.310

=0.016) showed significant differences

and there were significant differences in the parental distress (

=2.710

=0.035).

Conclusion

The preliminary results of this study show that the social skills of the children enrolled in the study significantly improved before and after the intervention

with an increase in their attention and response to social cues. However

the improvement in repetitive behaviors was not obvious. The psychological conditions of the main caregivers were significantly improved

and the score of parental distress significantly decreased. The results indicated that the PEERS program has the potential to effectively improve the core social impairments of the children with autism.

关键词

Keywords

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