ABSTRACT
Objective@#To explore changes in the social interactions of school aged children with autism spectrum disorder (ASD) enrolled in ordinary schools and special education institutions during a one year observation period.@*Methods@#A total of 44 children with ASD were recruited from the Research Center of Children and Adolescent Psychological and Behavioral Development in the Department of Public Health, Sun Yat sen University, during 2017 and 2018. At the baseline and follow up periods, a self report questionnaire (completed by parents) was administered in order to collect demographic information related to the children, the survey included the Social Responsiveness Scale (SRS), Strengths and Difficulties Questionnaire (SDQ), Social Communication Questionnaire (SCQ), Screen for Child Anxiety Related Emotional Disorder (SCARED) and the Swan son Nolan and Pelham, Version IV Scale(SNAP-IV).@*Results@#At baseline, compared with children in ordinary schools, the total score of SRS (114.56±6.02, 93.63 ±3.82) and its subscale scores (social awareness:13.54±0.71, 11.02±0.45; social cognition:22.73±1.16, 18.19±0.73; social interaction:37.47±2.12, 30.40±1.35; autistic mannerisms: 23.11±1.70, 19.02±1.08) were higher in children attending special education institutions, as well as the SCQ total score (20.37±1.60, 12.92±1.02) and its subscale scores(social interaction domain:8.77±0.92, 4.23±0.58; social communication domain:6.07±0.55, 4.19±0.35)( P <0.05). Further comparison of baseline and follow up results showed no significant difference in time effect or in the interaction between time and the educational environment( P >0.05).@*Conclusion@#Compared with special education institutions, school aged children with ASD in ordinary schools had lower levels of social impairment. During the one year observation period, there was no correlation between the educational environment and changes in symptoms of children and their parents. Parents should choose an appropriate educational environment according to the children s abilities, and ordinary schools and teachers should be prepared for inclusive education.
ABSTRACT
Objective To compare the effects of piracetam and oxiracetam on elderly cognitive dysfunction after cerebral hemorrhage.Methods Elderly patients (82 cases) with cerebral hemorrhage treated in Tongchuan People's Hospital from January 2012 to December 2015 were selected and divided into two groups according to the different treatment drugs.Two groups were treated by oxiracetam and piracetam respectively.The Montreal cognitive assessment scale (MoCA),simple mental state examination (MMSE),and daily life ability scale (ADL) score of the two groups before and after treatment were compared.The neuron-specific enolase levels and cognitive function after treatment of 1,3,and 6 months were also compared.Results After treatment,MoCA,MMSE,and ADL scores of two groups were significantly improved (P ＜ 0.05),and oxiracetam group were significantly better than piracetam group (P ＜0.05).After treatment 6 months,MoCA,MMSE,ADL effective and total effective rate of the two groups were significantly higher (P ＜0.05),and oxiracetam group were significantly better than those ofpiracetam group (P ＜ 0.05).After treatment for 1,3,and 6 months,the neuron-specific enolase levels were significantly lower than those before treatment (P ＜ 0.05),and in the treatment of 3 and 6 months,oxiracetam group were significantly lower than piracetam group (P ＜ 0.05).The incidence of adverse reactions had no significant difference.Conclusion Oxiracetam can improve the elderly cognitive dysfunction after cerebral hemorrhage,the curative effect was increased with the prolonging of the time,and can reduce the neuron-specific enolase levels,which has high clinical value.