Osborne Lisa A, McHugh Louise, Saunders Jo, Reed Phil
Department of Psychology, Swansea University, Singleton Park, Swansea, SA2 8PP, UK.
J Autism Dev Disord. 2008 Jul;38(6):1092-103. doi: 10.1007/s10803-007-0497-7. Epub 2007 Nov 20.
This community-based study examined the influence of early teaching interventions on children diagnosed with Autistic Spectrum Disorders, and the dynamics between the time intensity of the interventions and parenting stress, on child outcomes. Intellectual, educational, and adaptive behavior and social functioning were all measured. Sixty-five children were divided into four groups, based on the levels of time intensity of their intervention, and on their parents' stress levels. There were gains in intellectual, educational, and adaptive behavioral and social skills, and there was a positive relationship between the time intensity of the early teaching interventions and child outcome gains. More importantly, however, high levels of parenting stress counteracted the effectiveness of the early teaching interventions.
这项基于社区的研究考察了早期教学干预对被诊断为自闭症谱系障碍儿童的影响，以及干预的时间强度与育儿压力之间的动态关系对儿童结局的影响。对智力、教育、适应性行为和社交功能都进行了测量。65名儿童根据干预的时间强度水平和父母的压力水平被分为四组。在智力、教育、适应性行为和社交技能方面都有进步，早期教学干预的时间强度与儿童结局的改善之间存在正相关关系。然而，更重要的是，高水平的育儿压力抵消了早期教学干预的效果。
