An integrated training approach for ameliorating repetitive behavior in children with autism spectrum disorder: A pilot study

This study examined the effect of a 10-week integrated intervention on communication and repetitive behavior in children with autism spectrum disorder (ASD). Eighteen participants (age 4-7 years) diagnosed with ASD were assigned to the intervention group (nine participants) or the passive control group. Changes in communication and repetitive behavior were assessed by the Chinese Psycho Educational Profile, 3rd edition (CPEP-3). After the intervention, group-by-time interaction effects on the improvement of characteristic motor behavior were observed (ղ²_p =.689, p=.0001, 90% CI=.379 to .795). Post-hoc analyses showed that such improvement was better in the intervention group (ղ2=.889, p=.0004, 90% CI=.623 to .930) than the control group (ղ2=.498, p=.043, 90% CI=.050 to .693). On the other hand, a main effect of time was observed on the improvement of communication across both groups. Our findings suggest that this integrated intervention may provide a beneficial influence on repetitive behavior in children with ASD.
研究探討了為期 10 週的綜合介入方法對自閉症譜系障礙(ASD)兒童的社交互動和重覆行為的影響。被診斷患有 ASD 的 18 名參與者（年齡 4-7 歲）被分配到介入組（9 名參與者）或被動對照組。通過第三版《中國心理教育概況》(CPEP-3)，對參與者的社交互動和重覆行為的變化進行評估。訓練後，觀察到時間與小組的交互作用改善了典型的運動行為（ղ²_p = .689，p = .0001，90% CI = .379 至.795）。分析顯示，介入組的這種改善（ղ2 = .889，p = .0004，90% CI = .623 至.930）優於對照組（ղ2 = .498，p = .043， 90% CI = .050 至.693）。另一方面，觀察到時間是改善了兩組之間的社交互動行為的主要影響。研究結果表明，這種綜合介入方法可能會對 ASD 兒童的重覆行為產生有益的影響。 Copyright © 2020 特殊教育學會有限公司.