对于具有高功能自闭症谱系障碍的儿童,提出问题 (TCT-Q) 的三个字符训练:随机对照试验
Wanxue Hu1,2, Yijie Wang1,2, Siyuan Zhang1,2
1State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China.
Behavioral sciences (Basel, Switzerland)
|November 27, 2025
概括
在高功能自闭症谱系障碍 (HFASD) 的儿童中,问问题干预 (TCT-Q) 三个字符的训练显著改善了问问题频率. 这种新的方法显示出增强这一群体社会技能的前景.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 语音语言病理学 语音语言病理学
背景情况:
- 问问题对于社会沟通至关重要.
- 患有高功能自闭症谱系障碍 (HFASD) 的儿童经常与社会功能作斗争.
- 有针对性的干预措施有可能改善HFASD儿童的社会技能.
研究的目的:
- 为了引入和评估一种新的干预措施,提出问题 (TCT-Q) 的三个字符训练.
- 评估TCT-Q在教学高高频ASD儿童社会互动中的适当问题使用方面的有效性.
- 为了确定TCT-Q是否改善了社会功能,并减少了自闭症行为.
主要方法:
- 一项随机对照试验,涉及37名患有HFASD的儿童.
- 参与者被分配到TCT-Q组 (n=19) 或通常治疗 (TAU) 组 (n=18).
- 干预包括每周两次60分钟的会议,在基线,干预后和3个月后续的评估.
主要成果:
- 在TCT-Q组中,干预后问问题频率显著增加 (p < 0.001).
- 与TAU组相比,这种增加显著更大 (ηp2 = 0.089-0.370).
- 虽然在TCT-Q组中观察到社交沟通和自闭症态度的数值改善,但按时间分组的相互作用没有达到统计学意义 (p < 0.05).
结论:
- TCT-Q干预是一种有前途的方法,可以增强患有HFASD的儿童的提问行为.
- 这些发现表明,TCT-Q可能会对患有HFASD的儿童的社会技能产生积极影响.
- 需要进一步的研究,以充分阐明TCT-Q的长期影响和更广泛的社会效益.
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