Li Guo-Kai, Ge Pin, Liu Gui-Hua, Huang Xin-Xin, Lu Guo-Bin, Wang Yan-Xia, Qian Qin-Fang, Ou Ping, Xu Yu-Ying
Department of Child Healthcare Center, Fujian Provincial Maternity and Children's Hospital, Fujian Medical University, Fuzhou 350001, China.
Zhongguo Dang Dai Er Ke Za Zhi. 2019 Mar;21(3):234-238. doi: 10.7499/j.issn.1008-8830.2019.03.009.
To study the clinical effect of integrated sandplay therapy in preschool children with Asperger syndrome (AS).
A total of 44 preschool children with AS were randomly divided into an experimental group and a control group, with 22 children in each group. The children in the control group were given routine training, and those in the experimental group were given integrated sandplay therapy in addition to the routine training. The treatment response was assess by the Social Responsiveness Scale (SRS), emotional recognition tools and changes in sandplay theme characteristics after 6 months of treatment.
Before intervention, there were no significant differences between the two groups in the total score of SRS, the score of each factor of SRS, and correct rates of facial expression recognition of the upright position, inverted position, upper face and lower face (P>0.05). After 6 months of intervention, both groups had significant reductions in the total score of SRS and the score of each factor of SRS (P<0.01); the control group had significant increases in the correct rates of facial expression recognition of all positions except the upright position (P<0.05), while the experimental group had significant increases in the correct rates of facial expression recognition of all positions (P<0.05). Compared with the control group after intervention, the experimental group had significantly lower total score of SRS and scores of all factors of SRS except social perception (P<0.01) and significantly higher correct rates of facial expression recognition of all positions (P<0.01). The experimental group had a significant change in the number of sandplay theme characteristics after intervention (P<0.01).
Integrated sandplay therapy can improve social responsiveness and emotion recognition ability in preschool children with AS.
探讨整合式沙盘游戏疗法对学龄前阿斯伯格综合征（AS）儿童的临床疗效。
将44例学龄前AS儿童随机分为实验组和对照组，每组22例。对照组给予常规训练，实验组在常规训练基础上给予整合式沙盘游戏疗法。治疗6个月后，采用社会反应量表（SRS）、情绪识别工具及沙盘游戏主题特征变化评估治疗反应。
干预前，两组SRS总分、SRS各因子得分及正立位、倒立位、上脸、下脸面部表情识别正确率比较，差异均无统计学意义（P>0.05）。干预6个月后，两组SRS总分及各因子得分均显著降低（P<0.01）；对照组除正立位外，其他各体位面部表情识别正确率均显著提高（P<0.05），实验组各体位面部表情识别正确率均显著提高（P<0.05）。干预后，实验组SRS总分及除社会认知外的各因子得分均显著低于对照组（P<0.01），各体位面部表情识别正确率均显著高于对照组（P<0.01）。干预后，实验组沙盘游戏主题特征数量有显著变化（P<0.01）。
整合式沙盘游戏疗法可提高学龄前AS儿童的社会反应能力和情绪识别能力。
