Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hunghom, Hong Kong, People's Republic of China.
J Autism Dev Disord. 2018 Nov;48(11):3794-3807. doi: 10.1007/s10803-018-3649-z.
A SCERTS model-based intervention with different durations (5-month vs. 10-month) was provided to 122 children with autism spectrum disorder (ASD) (age = 53.43 ± 9.05 months) in Hong Kong. Before and after the intervention, the children were assessed with the Chinese Psychoeducational Profile-Third Edition (CPEP-3) and the Developmental Assessment Chart (DAC). Educators and parents expressed their views toward the intervention in focus groups. Results showed that participating children improved significantly in their social communication and emotional behavior after the intervention, as measured by DAC and CPEP-3. Likewise, educators and parents had positive views toward the intervention and noted the children's improvement. The results suggest that a SCERTS model-based intervention can improve social communication, emotional regulation, and other skills in children with ASD.
在香港，122 名自闭症谱系障碍（ASD）儿童（年龄=53.43±9.05 个月）接受了基于 SCERTS 模型的不同时长（5 个月与 10 个月）的干预。在干预前后，使用中文心理教育评核量表第三版（CPEP-3）和发展评估图表（DAC）对儿童进行评估。教育工作者和家长在焦点小组中表达了他们对干预的看法。结果表明，通过 DAC 和 CPEP-3 评估，参与干预的儿童在社交沟通和情绪行为方面有显著改善。同样，教育工作者和家长对干预持积极态度，并注意到儿童的进步。结果表明，基于 SCERTS 模型的干预可以改善 ASD 儿童的社交沟通、情绪调节和其他技能。
