Clinical Effect Analysis of ADOPT Mode Training in School-age Children with Autism Spectrum Disorder

ZHANG Su-qian

doi:10.3969/j.issn.1672-4933.2024.05.020

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Clinical Effect Analysis of ADOPT Mode Training in School-age Children with Autism Spectrum Disorder

Intervention Study on Behavior and Language Development of Children with Autism Spectrum Disorder | 更新时间：2024-09-05

- Clinical Effect Analysis of ADOPT Mode Training in School-age Children with Autism Spectrum Disorder
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 22, Issue 5, Pages: 529-532(2024)
- 作者机构：
  
  恩施土家族苗族自治州中心医院恩施 445000
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2024.05.020
  CLC： R493
- Published：15 September 2024，
  
  Received：06 March 2023，
- 稿件说明：
移动端阅览
张素倩.ADOPT模式训练在学龄孤独症谱系障碍儿童中的临床效果[J].中国听力语言康复科学杂志,2024,22(05):529-532.

ZHANG Su-qian.Clinical Effect Analysis of ADOPT Mode Training in School-age Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(05):529-532.
张素倩.ADOPT模式训练在学龄孤独症谱系障碍儿童中的临床效果[J].中国听力语言康复科学杂志,2024,22(05):529-532. DOI： 10.3969/j.issn.1672-4933.2024.05.020.

ZHANG Su-qian.Clinical Effect Analysis of ADOPT Mode Training in School-age Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(05):529-532. DOI： 10.3969/j.issn.1672-4933.2024.05.020.

摘要

目的

探讨态度-定义-开放思维-计划-问题解决（attitude-definition-open mind-planning-try it out，ADOPT）模式训练在学龄孤独症谱系障碍（autism spectrum disorder，ASD）儿童语言障碍中的临床效果。

方法

选择本院收治的学龄ASD患儿73例，随机分为观察组38例与对照组35例，对照组采取常规康复训练，观察组采取ADOPT模式训练，对比两组语言障碍及发育情况。

结果

干预前，

两组孤独症治疗评定量表（autism treatment evaluation checklist，ATEC）评分、儿童孤独症评定量表（childhood autism rating scale，CARS）评分、孤独症行为量表（autism behavior checklist，ABC）评分、Gesell评分比较无显著差异（

＞0.05）。干预后，两组ATEC评分、CARS评分、ABC评分较干预前显著下降（

0.05），且观察组显著低于对照组（

＜0.05），两组Gesell评分较干预前显著上升（

0.05），且观察组显著高于对照组（

＜0.05）；干预后，观察组语言障碍（不爱说话、不理解指令、主动语言缺乏、表达混乱、语言障碍轻微）发生率较对照组显著降低（

＜0.05）。

结论

ADOPT模式训练应用于学龄ASD儿童语言障碍康复，可有效缓解患儿症状，减少语言障碍发生情况，促进患儿发育。

Abstract

Objective

To explore the clinical effects of Attitude-definition-open mind-planning-try it out （ADOPT) mode training in school-age autism spectrum disorder (ASD) children with language disorder.

Methods

73 school-age ASD children admitted to our hospital were randomly divided into an observation group (38 cases) and a control group (35 cases). The control group received routine rehabilitation training

while the observation group received ADOPT mode training. The language barrier and development of the two groups were compared.

Results

Before the intervention

there was no significant difference in Autism treatment evaluation checklist (ATEC) score

Childhood autism rating scale (CARS) score

Autism behavior checklist (ABC) score and Gesell score between the two groups (

0.05). After intervention

ATEC score

CARS score and ABC score of the two groups decreased significantly (

0.05)

and the observation group was significantly lower than that of the control group (

0.05). Gesell score of the two groups increased significantly (

0.05)

and the observation group was significantly higher than that of the control group (

0.05). After intervention

the incidence of language barrier (not liking to talk

not understanding instr

uctions

lack of active language

confusion of expression

slight language barrier) in the observation group was significantly lower than that in the control group (

0.05).

Conclusion

ADOPT mode training applied to school-age ASD children's language disorder can effectively relieve their autistic symptoms

reduce the language disorder

and obviously promote their development.

关键词

孤独症谱系障碍学龄期患儿语言障碍

Keywords

Autism spectrum disorderSchool age childrenLanguage barrier

references

Erdem HE.International Journal of Psychology and Educational Studies Competence of Neurotypical Siblings of Children with Autism Spectrum Disorder[J].International Journal of Psychology and Educational Studies, 2021, 8(2): 76-87.

郑国华. ADOPT模式对肝病合并脑出血患者临床效果和自我护理能力的影响评估[J]. 心血管病防治知识, 2021, 11(9): 50-53.

中华人民共和国卫生部.儿童孤独症诊疗康复指南(卫办医政发(2010]123号)[J]. 中国儿童保健杂志, 2011, 19(3): 289-294.

Mahapatra S,Khokhlovich E,Martinez S,et al.Longitudinal Epidemiological Study of Autism Subgroups Using Autism Treatment Evaluation Checklist (ATEC) Score[J].Journal of Autism and Developmental Disorders,2020,50(3):1-12.

曹清花.听觉统合训练联合靳三针对孤独症谱系障碍患儿语言障碍及智力发育的影响[J].中国中西医结合儿科学,2020,12(1):83-85.

马晨欢,王莎莎,李孟凡,等.学习风格简介干预模式对孤独症谱系障碍患儿康复效果的评估[J].中国儿童保健杂志,2020,28(4):482-485.

熊英,阳伟红,欧阳云,等.基本运动技能干预对孤独症谱系障碍儿童运动障碍的康复效果分析[J].医学临床研究,2021,38(12):1833-1836.

Huang JR, Zhang F, Wen FF, et al. Effect of Biofeedback Combined with Task-oriented Training on Hand Function, Gesell Scale Score and Balance Ability in Children with Spastic Cerebral Palsy[J]. Journal of Sichuan University: Medical Science Edition, 2020, 51(3): 428-433.

简鸿,奉华艳,杨黎.引导式教育护理对孤独症患儿社交能力和健康行为的影响[J].当代护士:中旬刊,2021,28(2):47-50.

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