摘要
目的分析孤独症谱系障碍(autism spectrum disorder,ASD)儿童的语言发育状况。方法选取2018年1月—2019年1月于吉林大学第一医院发育行为儿科门诊首次诊断的194例ASD儿童,采用孤独症行为量表(autism behavioral checklist,ABC)、儿童孤独症评定量表(childhood autism rating scale,CARS)和Gesell发育诊断量表评估ASD症状严重程度及语言发育水平。分析Gesell发育诊断量表语言发育商(developmental quotient,DQ)与ABC量表总分、CARS量表总分的相关性及其与性别、年龄的关系。结果194例ASD儿童中语言发育落后者占比94%;语言DQ值与ABC量表总分和CARS量表总分呈显著负相关(P<0.05);不同性别ASD儿童的DQ值差异无统计学意义(P>0.05);随着年龄增长,DQ值有逐渐降低趋势,但各年龄段DQ值的差异无统计学意义(P>0.05)。结论ASD儿童普遍伴有语言发育落后,且ASD症状严重程度与语言发育水平呈负相关。对ASD儿童在进行社交干预时,应关注语言训练。
Objective To analyze the language development profile of children with autism spectrum disorder(ASD).Methods A total of 194 children who were firstly diagnosed with ASD at Developmental and Behavioral Pediatrics,the First Hospital of Jilin University from January 2018 to January 2019 were recruited in this study.The autism behavioral checklist(ABC)and the childhood autism rating scale(CARS)were used to examine the symptom severity of ASD,and the Gesell development scale was used to assess the language development level.The correlation between the language area developmental quotient(DQ)points of the Gesell developmental scale and the total ABC and CARS scores of the ASD children and the relationship among the DQ points,gender,and age were analyzed.Results Prevalence of language developmental delay in the 194 children with ASD was 94%.The language area DQ points of the Gesell was negatively correlated with ABC total score and CARS total score(P<0.05).Children with ASD in different genders had no significant statistical difference in DQ points of the language area of Gesell(P>0.05).With the increase of age,DQ values in the language area of the Gesell tended to gradually decrease,however,there was no statistically significant difference in DQ values among different age groups(P>0.05).Conclusion Children with ASD are commonly accompanied with language development delay,and the severity of ASD is negatively correlated with the level of language development.Children with ASD should be paid attention to language training when social interaction intervention is carried out.
作者
潘秀雨
李洪华
王冰
贾飞勇
PAN Xiuyu;LI Honghua;WANG Bing;JIA Feiyong(Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun 130021, Jilin Province, China)
出处
《教育生物学杂志》
2021年第4期262-265,295,共5页
Journal of Bio-education
基金
国家自然科学基金(81973054)
广东省脑科学计划研究项目(2018B030335001)
科学技术部国家重点研发计划项目(2016YFC1306204)
吉林省教育厅“十三五”科学技术项目(JJKH20170857KJ)
吉林省科学技术厅吉林省自然科学基金(20200201507JC)。
