Rezaei Mohammad, Moradi AliReza, Tehrani-Doost Mehdi, Hassanabadi HamidReza, Khosroabadi Reza
Institute for Cognitive Science Studies (ICSS), 16516-56717 Tehran, Iran.
Pediatric Developmental Disorder Research Center, Hamadan University of Medical Sciences, 65178-38695 Hamadan, Iran.
Children (Basel). 2018 Jan 30;5(2):19. doi: 10.3390/children5020019.
The purpose of this study was to investigate the effects of combined risperidone (RIS) and pivotal response treatment (PRT) on children with autism spectrum disorder (ASD). A total of 34 children diagnosed with ASD according to the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-V) (mean age of 12.36 years) were randomly assigned to either of two groups; the first group ( = 17) received combined PRT-RIS while the second group ( = 17) received RIS only. Behavioral problems were evaluated with the Aberrant Behavior Checklist (ABC), whereas global improvement (GI) was measured with the Clinical Global Impressions (CGI). Assessment of ABC was performed before intervention, after intervention (12 weeks), and following 3 months of the intervention (follow-up). Total ABC scores were seen to decrease in both groups after 3 months, as compared with the scores prior to the interventions. Also, in both groups, mean scores of behavioral problems after the intervention were not significantly different from those prior to the intervention, in all subscales but the inappropriate speech ( < 0.001). However, both groups showed significant differences in mean scores of ABC subscales in both of the post-intervention evaluation stages. It was concluded that the combination of behavioral and drug interventions can further improve behavioral problems, ultimately improving patient's communication and social skills.
本研究的目的是调查利培酮(RIS)与关键反应训练(PRT)联合使用对自闭症谱系障碍(ASD)儿童的影响。根据《精神疾病诊断与统计手册》第五版(DSM-V)诊断为ASD的34名儿童(平均年龄12.36岁)被随机分为两组;第一组(n = 17)接受PRT-RIS联合治疗,而第二组(n = 17)仅接受RIS治疗。使用异常行为检查表(ABC)评估行为问题,而使用临床总体印象量表(CGI)测量总体改善情况(GI)。在干预前、干预后(12周)以及干预后3个月(随访)进行ABC评估。与干预前的得分相比,3个月后两组的ABC总分均下降。此外,在两组中,除了言语不当(P < 0.001)外,干预后所有分量表中行为问题的平均得分与干预前相比均无显著差异。然而,在两个干预后评估阶段,两组在ABC分量表的平均得分上均存在显著差异。得出的结论是,行为干预和药物干预相结合可以进一步改善行为问题,最终提高患者的沟通和社交技能。