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目的探讨在自闭症儿童的治疗中采用体育运动干预对患儿行为及生活质量的影响。方法选取60例患有自闭症的儿童,随机分为对照组和实验组各30例,对照组接受常规特殊教育,实验组在常规特殊教育的基础上采用体育运动法对自闭症儿童进行干预,并跟踪调查分析。结果治疗6个月后,与对照组相比,实验组患儿感觉、语言、交往、生活自理、躯体运动能力明显改善,差异有统计学意义(P均<0.01)。实验组和对照组小儿自闭症评定(CARS)量表得分由治疗前的(37.96±7.03)分和(37.27±10.69)分下降到治疗后的(30.25±7.92)分和(35.91±6.23)分,实验组改善程度明显优于对照组(P均<0.01);实验组和对照组克氏行为量表由治疗前的(18.96±4.00)分和(18.17±5.63)分下降到治疗后的(14.73±4.23)分和(17.63±3.11)分,实验组的改善程度明显优于对照组(P均<0.01)。结论体育运动对自闭症儿童语言交流、人际交往、情感表达、行为表达和运动能力等方面都有所促进,临床效果较为显著。
Objective To explore the effect of using physical exercise intervention on children’s behavior and quality of life in the treatment of autistic children. Methods Sixty children with autism were selected and randomly divided into control group and experimental group, 30 cases in each group. The control group received regular special education. The experimental group used autistic children based on routine special education Intervention, and follow-up investigation and analysis. Results After 6 months of treatment, compared with the control group, the sensory, language, communication, self-care and body movement ability of the experimental group were significantly improved (P <0.01). The score of Pediatric Autism Assessment (CARS) in experimental group and control group decreased from (37.96 ± 7.03) and (37.27 ± 10.69) before treatment to (30.25 ± 7.92) and (35.91 ± 6.23) (P <0.01). The Kline-Walk scale in experimental group and control group decreased from (18.96 ± 4.00) and (18.17 ± 5.63) points before treatment to (14.73 ± 4.23) and (17.63 ± 3.11) points respectively. The improvement of the experimental group was obviously better than that of the control group (all P <0.01). Conclusions Physical education can promote the language communication, interpersonal communication, emotional expression, behavior expression and motor ability of children with autism. The clinical effect is more obvious.