摘要目的 以参加“以游戏为基础促进交流与行为的干预”(PCBI)的孤独症谱系障碍(ASD)患儿为研究对象,系统评估照顾者因素对PCBI超早期干预模式疗效的影响.方法 选取2017年12月至2018年6月在南京医科大学附属脑科医院进行PCBI超早期干预训练的8～ 30月龄的ASD幼儿76例.采用《孤独症疗效评估量表》(ATEC)《Gesell发育诊断量表》《简式育儿压力问卷中文版》《一般自我效能感量表》及自编的《照顾者训练课程评价表》和《家庭作业完成程度表》评估干预的疗效以及照顾者的养育压力、自我效能、课程满意度和干预接受性.采用配对样本t检验对ASD患儿干预前后的ASD症状、发育水平、照顾者因素进行分析,采用多元回归分析对照顾者因素及PCBI超早期干预疗效进行分析.结果 (1)经12周PCBI干预后,ASD患儿ATEC的总分(17.36 ±15.98)较干预前(78.43±22.84)降低,Gesell量表的适应性发育商(5.90±15.45)、精细动作发育商(5.13±19.89)、语言发育商(12.43±20.60)与个人-社交发育商(4.79±16.02)分数较干预前(73.08±20.54、77.33±23.63、52.24±19.12、71.79 ±20.81)增高,差异均有统计学意义(均P＜0.05).(2)PCBI干预后,照顾者的育儿压力分数(4.84±14.69)比干预前(94.05±29.67)降低,差异有统计学意义(P＜0.05).(3)照顾者因素中对所教授技能的掌握程度、对干预模式的接受性对PCBI疗效具有正向预测作用(t=3.068、10.468,均P＜0.05).结论 PCBI超早期干预可有效降低ASD患儿照顾者的养育压力,PCBI干预过程中照顾者的家庭作业完成程度和技能掌握程度越好,干预疗效越好.

abstractsObjective Children with autism spectrum disorder(ASD) who participated in the " Play-based Communication and Behavior Intervention(PCBI) " were studied in order to evaluate the impact of caregiver factors on the efficacy of the PCBI very early intervention model systematically.Methods Seventy-six children with ASD aged 8-30 months were recruited in this study at Brain Hospital Affiliated to Nanjing Medical University form December 2017 to June 2018,and they were trained for PCBI very early intervention.The Autism Treatment Evaluation Checklist (ATEC) and the Gesell Developmental Schedules were used to evaluate the efficacy of the PCBI very early intervention.Parenting Stress Index Short Form,General Self-Efficacy Scale and the self-developed Caregiver Training Course Evaluation Scale and the Homework Completion Level Scale were used to assess the level of parental stress,self-efficacy,curriculum satisfaction and acceptance.A pair of sample t-test was used to analyze the ASD symptoms,developmental level and caregiver factors of ASD children before and after intervention.Multivariate regression analysis was used to analyze the caregiver factors and the effects of PCBI very early intervention.Results (1) At the end of 12 weeks of PCBI very early intervention,the score of the ATEC (17.36 ± 15.98) was lower than that before intervention (78.43± 22.84),and the difference was statistically significant (P ＜ 0.05);the adaptive developmental quotient (5.90 ± 15.45),the fine action developmental quotient (5.13 ± 19.89),the language developmental quotient (12.43 ± 20.60) and the personal social developmental quotient (4.79 ± 16.02) scores of the Gesell Developmental Schedules were higher than those before intervention (73.08 ± 20.54,77.33 ± 23.63,52.24 ± 19.12,71.79 ± 20.81),and the differences were statistically significant (all P ＜ 0.05).(2) At the end of PCBI very early intervention,there was a significant decrease in the scores of Parenting Stress Index Short Form,and the differences were statistically significant (4.84 ± 14.69 vs.94.05 ± 29.67,P ＜ 0.05).(3) Acceptance of the intervention model,and mastery of the skills in the caregiver factors had a positive predictive effect on the effect of PCBI very early intervention (t =3.068,10.468,all P ＜ 0.05).Conclusions PCBI very early intervention can effectively reduce the parenting pressure of the caregivers,and in the PCBI very early intervention,the better the mastery of skills and the completion of homework,the better the efficacy of intervention.