ABSTRACT
Objective To improve the prognosis of children with autism spectrum disorder (ASD), a model of structure-based outpatient training course was conducted to explore the intervention effect for children with ASD. Methods 154 children with ASD were included in the present study (aged 1.6-5.5 years). All children were received the inpatient training course. The training course included individual coaching, game, motor, music courses etc. The training course lasted 1 month, 8 hours per day. All children were also received the Psycho-educational Profile-3rd Edition(PEP-3) assessment at the beginning and ending of training. Results Children with ASD scored significant raw scores in cognitive verbal/preverbal (29.08 ± 13.23 vs. 43.27 ± 11.62), expressive language (13.33 ± 10.55 vs. 25.38 ± 11.82), receptive language (15.77 ± 10.64 vs. 27.48 ± 8.42), fine motor (25.97 ± 6.10 vs. 32.64 ± 5.07), gross motor (23.03 ± 5.52 vs. 27.72 ± 2.95), visual-motor imitation (10.65 ± 5.31 vs. 15.44 ± 3.76), affective expression (14.34 ± 4.31 vs. 16.36 ± 3.85), social reciprocity (11.90 ± 4.01 vs. 16.08 ± 4.13), personal self-care (13.39 ± 4.70 vs. 16.98 ± 4.30) and adaptive behaviors (17.8 ± 4.95 vs. 20.33 ± 5.37) (t=5.43-20.70, all P<0.05). Conclusions The model of structure-based inpatient training course is effective program to improve the prognosis of children with ASD .
ABSTRACT
Objective To explore the influence of different training mode on the parenting stress in mothers of children with autism. Methods According to the wishes of parents, 46 children with autism by first diagnosed and their mothers were divided into combination training group (23 cases) and control group (23 cases). The children in combination training group received a family rehabilitation training besides the structured institution-based teaching programme, and the children in control group only received the structured institution-based teaching programme. Comparisons were made between the two groups by the Parenting Stress Index-Short Form score after 1 year teaching. Results Before teaching, the domain score of parental distress, parent-child dysfunctional interaction, difficult child and total score of parenting stress were (37.7 ± 5.6), (35.4 ± 4.1), (38.3 ± 5.4), (111.3 ± 10.5) points in control group, while those were (37.9 ± 5.8), (34.7 ± 4.3), (38.8 ± 4.9), (112.1 ± 9.3) points in combination training group. There was no significant difference between two groups(t=0.155-0.531, all P>0.05). After 1 year teaching, the domain score of parental distress, parent-child dysfunctional interaction, difficult child and total score of parenting stress were (34.0±3.4), (30.7±2.8), (34.3±2.2), (99.0±4.7) points in control group, while those were (34.3±3.7), (28.7±3.1), (31.1±2.4), (94.1±6.8) points in combination training group. The combination training group reported a lower level than control group in the domains score of parent-child dysfunctional interaction, difficult child and total score of parenting stress (t=-2.340,-4.595,-2.890, all P0.05). Both two groups after 1 year teaching, mothers of children with autism experienced a lower level in all the domains and the total score of parenting stress than before teaching(combination training group: t=3.562-7.925, control group:t=2.534-4.768, all P<0.05). Conclusions Family rehabilitation training combined with institutions could reduce the parenting stress of mothers with autistic children and be worthy of clinical promotion and application.