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两种视觉教学方法在自闭症儿童刷牙技能的有效性:一项随机临床试验
Matine Gharavi1, Katayoun Salem1, Rojin Adabdokht2
1Department of Pediatric, Faculty of Dentistry, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
概括
视频建模和教育海报都改善了自闭症儿童的刷牙自主性. 视频建模表现出更高的有效性,在三个月内显著提高技能.
科学领域:
- 儿科牙科 儿科牙科
- 自闭症谱系障碍干预干预
- 教育心理学教育心理学
背景情况:
- 自闭症谱系障碍 (ASD) 在发展自我护理技能,包括口腔卫生方面经常带来挑战.
- 有效的视觉教学方法对于支持ASD儿童获得技能至关重要.
- 刷牙自主性是自我护理能力的关键指标.
研究的目的:
- 为了比较视频建模与教育海报在增强牙刷自主性的有效性.
- 评估这些视觉辅助工具对自闭症儿童自我护理技能的长期影响.
- 评估不同视觉教学方法对10-12岁轻度自闭症儿童的有效性.
主要方法:
- 一项随机对照试验涉及64名轻度自闭症儿童,分别被分配到视频建模或海报组.
- 牙刷技能在五个阶段和20个步骤中进行评估,使用1-5评分系统对独立性进行评估.
- 在培训中使用FONES方法;1个月和3个月后的后续评估,用SPSS V26.6进行分析.
主要成果:
- 这两种视觉方法在三个月后显著改善了刷牙自主性得分.
- 与海报组 (4.11 ± 0.49) 相比,视频建模组在统计学上显著地表现出更大的改善 (4.37 ± 0.43).
- 观察到一个小效果大小 (η2 = 0.07),表明视频建模的优越影响.
结论:
- 视频建模和教育海报都是改善自闭症儿童刷牙自主性的有效干预措施.
- 视频建模似乎是一种更有效的视觉教学方法,可以培养更高水平的牙刷独立性.
- 这些发现支持使用量身定制的视觉策略来增强ASD儿童群体的自我护理技能.
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