自闭症谱系障碍儿童的系统干预及融入常规学校课程：一项自然主义研究。
Systematic Intervention for Children with Autism Spectrum Disorder and Integration in Regular School Classes: A Naturalistic Study.
作者信息
Kotsopoulos Sotiris I, Karaivazoglou Katerina, Florou Irene S, Gyftogianni Maria I, Papadaki Ermioni J, Kotsopoulou Angelique
机构信息
Day Centre for Children with Developmental Disorders, EPSYPEA, Messolonghi, Greece.
出版信息
Glob Pediatr Health. 2021 May 8;8:2333794X211012988. doi: 10.1177/2333794X211012988. eCollection 2021.
Abstract
Objective of the present study was the assessment of the effect of a systematic community intervention offered at an early age to 32 children with autism spectrum disorder (ASD), 2 to 5 year after completion of treatment while attending public school classes. The intervention had been offered at a community Day Centre and lasted 3 years. On assessment all children showed clinical improvement and significant results on (CARS) and and 13 scored below criteria for autism on (ADOS-2). Most performed adequately at school whilst 12 required academic assistance. No major disruptive behavior difficulties were reported.
摘要
本研究的目的是评估一项在儿童早期为32名自闭症谱系障碍（ASD）儿童提供的系统性社区干预措施的效果，这些儿童在完成治疗2至5年后进入公立学校上课。该干预措施在社区日间中心实施，为期3年。评估结果显示，所有儿童均有临床改善，在儿童自闭症评定量表（CARS）以及自闭症诊断观察量表第二版（ADOS-2）上取得了显著成绩，其中13名儿童的ADOS-2得分低于自闭症标准。大多数儿童在学校表现良好，12名儿童需要学业辅导。未报告有重大破坏性行为问题。
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