基于社会信息加工模型的团体干预对孤独症谱系障碍儿童社交能力的影响

目的:以社会信息加工(SIP)情绪-认知整合模型为理论依据,设计适用于改善孤独症谱系障碍(ASD)儿童社交能力的团体干预项目,并对其效果进行即时和短期追踪评估。方法:49名4~10岁孤独症谱系障碍(ASD)儿童被随机分为干预组和对照组,两组同时接受常规康复训练,干预组在此基础上给予每周3次,每次1.5小时,共计18次的团体训练,采用《社交反应量表》评估。结果:训练结束后,干预组社交反应后测及追踪测得分均显著低于前测,后测与追踪测差异不显著,对照组三次测量差异均不显著。干预组的社交能力得到提升,各项指标追踪效果能够有效保持,在社交沟通和ASD行为方式上,追踪阶段还有进步。结论:基于SIP情绪-认知整合模型的团体干预项目能够有效改善ASD儿童的社交能力。

Improving Social Competence of Children with Autism Spectrum Disorders from the Perspective of Social Information Processing

Objective:To develop an intervention program based on an integrated model of emotion processes and cognition in social information processing(SIP)for children with autism spectrum disorders(ASD)and to evaluate its effect on social competence after intervention and in one-month follow-up.Methods:Forty-nine four-to-ten-year-old children with ASD were randomly divided into the intervention group and the control group.Both groups received routine rehabilitation training at the same time.Children who were assigned to the intervention group participated the group training based on SIP,in which the group training was conducted three times a week,ninety minutes per time and totally eighteen times.Social responsiveness scale was used to evaluate the effect of intervention.Results:After training,the scores of post-test and follow-up-test of social responsiveness in the intervention group were significantly lower than those in the pre-test,and the differences between post-test and follow-up-test were not significant,while differences between the three measurements in the control group were not significant.The social competence of the intervention group was improved,various indicators showed that the effect could be effectively maintained,and in terms of social communication and ASD behavior patterns,the intervention group still showed improvement in the follow-up phase.Conclusion:The intervention program based on an integrated model of emotion processes and cognition in SIP has considerable effects on improving social competence of children with ASD.