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Article(id=1325501949365334458, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325501865651216714, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025101, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1730304000000, receivedDateStr=2024-10-31, revisedDate=1739203200000, revisedDateStr=2025-02-11, acceptedDate=null, acceptedDateStr=null, onlineDate=1793953891364, onlineDateStr=2026-11-06, pubDate=1745510400000, pubDateStr=2025-04-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793953891364, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793953891364, creator=13701087609, updateTime=1793953891364, updator=13701087609, issue=Issue{id=1325501865651216714, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='4', pageStart='457', pageEnd='572 578', issueExtLink='null', onlineDate='null', pubDate='1745510400000', pubDateStr='2025-04-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793953871404, creator='13701087609', updateTime=1793953871404, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=569, endPage=572 578, ext={EN=ArticleExt(id=1325501949570855355, articleId=1325501949365334458, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Effects of interpersonal synchronization intervention on improving social behavior deficits children with autism spectrum disorder, columnId=1259565855189418448, journalTitle=Chinese Journal of School Health, columnName=Mental Health, runingTitle=null, highlight=null, articleAbstract=
Objective

To investigate the efficacy of interpersonal synchronous intervention on improving social behavioral deficits in children with autism spectrum disorder (ASD), in order to provide effective guidance for optimizing social intervention programs for ASD children.

Methods

From September 2022 to March 2023, 84 ASD children aged 7-12 years were recruited from the Children and Adolescents Mental Health Medical Center of Inner Mongolia Autonomous Region Mental Health Center. The test subjects were randomly divided into an intervention group (42 cases) and a control group (42 cases). A 7-month social interactive game intervention plan was implemented in the intervention group, with an average of 2 times per week, each lasting 70 minutes, for a total of 56 interventions; the control group only participates in routine social activites such as daily communication and cooperation. And tests were conducted on communication behavior indicators (language expression, language comprehension, and cognitive speaking) and maladaptive behavior indicators (action characteristics, emotional expression, and social communication) of two groups of ASD children before and after intervention, and the differences in various social behavior indicators between the two groups of ASD children before and after intervention were compared through paired sample t-test.

Results

Before the intervention, there were no significant differences in language expression, language understanding and cognitive oral scores of children with ASD between the intervention and control groups (t=1.43, 1.65, 1.67, P>0.05). The language expression (76.29±2.34) and cognitive speaking (84.24±2.13) scores of the intervention group before intervention were lower than those after intervention (79.28±3.16, 88.39±2.35) (t=-4.17, -4.66), and the language understanding score (85.64 ± 2.30) was higher than that after intervention (83.33±1.28) (t=5.41)(P < 0.05). Before intervention, there were no statistically significant differences in non adaptive behavior factors (motor characteristic, emotional expression, and social communication)between groups (t=1.05, 1.46, 1.69, P>0.05). After intervention, the intervention group had higher scores in motor characteristics (79.55±3.32), emotional expression (73.20±3.21), and social communication (78.22±4.05) compared to the control group (72.24±3.43, 69.33±4.18, 76.21±3.14) (t=7.10, 5.51, 4.24, P < 0.05).

Conclusion

The interpersonal synchronous intervention program has shown good improvement in the treatment of social behavior disorders in children with ASD.

, authors=Yan ZHANG, Xinzhe BAO, Aorui BAI, authorsList=Yan ZHANG, Xinzhe BAO, Aorui BAI, authorCompany=null, correspAuthors=null, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325501949864456636, articleId=1325501949365334458, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果, columnId=1259565858817491410, journalTitle=中国学校卫生, columnName=心理卫生, runingTitle=null, highlight=null, articleAbstract=
目的

探究人际同步干预对孤独症谱系障碍(ASD)儿童社交行为缺陷的改善效果，为优化ASD儿童社交干预方案提供有效指导。

方法

2022年9月—2023年3月，从内蒙古自治区精神卫生中心儿童青少年心理卫生医疗中心招募84例7~12岁ASD儿童，随机分为干预组(42例)与对照组(42例)。干预组执行为期7个月的社交互动游戏干预，每周平均2次，每次持续70 min，累计干预56次；对照组仅参与日常交流、合作等常规社交活动。分别在干预前后对两组ASD儿童交流行为指标(语言表达、语言理解与认知口语)与非适应行为指标(动作特征、情感表达与社会交际)采用心理教育量表(第3版)进行测试，并使用t检验分析干预前后两组ASD儿童社交行为指标差异。

结果

干预前，对照组与干预组ASD儿童语言表达、语言理解及认知口语得分差异均无统计学意义(t值分别为1.43，1.65，1.67，P值均＞0.05)；干预组在干预前的语言表达(76.29±2.34)、认知口语(84.24±2.13)评分均低于干预后(79.28±3.16，88.39±2.35)(t值分别为-4.17，-4.66)，语言理解评分(85.64±2.30)高于干预后(83.33±1.28)(t=5.41)(P值均＜0.05)。干预前，干预组与对照组动作特征、情感表达、社会交际的组间差异均无统计学意义(t值分别为1.05，1.46，1.69，P值均＞0.05)；干预后，干预组的动作特征(79.55±3.32)、情感表达(73.20±3.21)、社会交际(78.22±4.05)评分均高于干预前(72.24±3.43，69.33±4.18，76.21±3.14)(t值分别为7.10，5.51，4.24，P值均＜0.05)。

结论

人际同步干预方案对ASD儿童社交行为缺陷具有良好改善效果。

, authors=张艳, 包昕哲, 白傲锐, authorsList=张艳, 包昕哲, 白傲锐, authorCompany=null, correspAuthors=null, authorNote=

张艳(1980- )，女，内蒙古赤峰人，博士，副教授，主要研究方向为心理健康教育。人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果。

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张艳(1980- )，女，内蒙古赤峰人，博士，副教授，主要研究方向为心理健康教育。人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果。

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张艳(1980- )，女，内蒙古赤峰人，博士，副教授，主要研究方向为心理健康教育。人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果。

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Adv Psychol Sci, 2022, 30(6): 1317-1326. 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Comparison of communication and maladaptive behavior factor scores between two groups of ASD children before and after intervention(x ±s)

, figureFileSmall=null, figureFileBig=null, tableContent=
组别干预前后人数统计值交流行为非适应行为
语言表达语言理解认知口语动作特征情感表达社会交际
干预组干预前4276.29±2.3485.64±2.3084.24±2.1387.16±3.1477.55±5.0385.46±4.03
干预后4279.28±3.1683.33±1.2888.39±2.3579.55±3.3273.20±3.2178.22±4.05
t值-4.175.41-4.667.105.514.24
P值0.020.020.030.030.030.02
对照组干预前4274.29±2.0169.21±1.2272.13±3.2271.13±3.2268.29±4.1375.10±2.02
干预后4275.08±2.2569.34±1.4172.24±3.4372.24±3.4369.33±4.1876.21±3.14
t值-1.41-1.39-1.27-1.92-1.87-1.49
P值0.670.640.760.510.510.52
), ArticleFig(id=1325501954801152476, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325501949365334458, language=CN, label=表1, caption=

干预前后两组ASD儿童交流行为和非适应性行为因子得分比较(x ±s)

, figureFileSmall=null, figureFileBig=null, tableContent=
组别干预前后人数统计值交流行为非适应行为
语言表达语言理解认知口语动作特征情感表达社会交际
干预组干预前4276.29±2.3485.64±2.3084.24±2.1387.16±3.1477.55±5.0385.46±4.03
干预后4279.28±3.1683.33±1.2888.39±2.3579.55±3.3273.20±3.2178.22±4.05
t值-4.175.41-4.667.105.514.24
P值0.020.020.030.030.030.02
对照组干预前4274.29±2.0169.21±1.2272.13±3.2271.13±3.2268.29±4.1375.10±2.02
干预后4275.08±2.2569.34±1.4172.24±3.4372.24±3.4369.33±4.1876.21±3.14
t值-1.41-1.39-1.27-1.92-1.87-1.49
P值0.670.640.760.510.510.52
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人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果
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张艳 , 包昕哲 , 白傲锐
中国学校卫生 | 心理卫生 2025,46(4): 569-572 578
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中国学校卫生 |心理卫生 2025 , 46 (4) : 569 -572 578
人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果
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张艳, 包昕哲, 白傲锐
作者信息
  • 内蒙古鸿德文理学院教育系，呼和浩特 010070
作者简介:

张艳(1980- )，女，内蒙古赤峰人，博士，副教授，主要研究方向为心理健康教育。人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果。

Effects of interpersonal synchronization intervention on improving social behavior deficits children with autism spectrum disorder
Yan ZHANG, Xinzhe BAO, Aorui BAI
Affiliations
  • Department of Education, Inner Mongolia Honder College of Arts and Sciences, Hohhot (010070), Inner Mongolia Autonomous Region, China
出版时间: 2025-04-25 doi: 10.16835/j.cnki.1000-9817.2025101
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摘要
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目的

探究人际同步干预对孤独症谱系障碍(ASD)儿童社交行为缺陷的改善效果，为优化ASD儿童社交干预方案提供有效指导。

方法

2022年9月—2023年3月，从内蒙古自治区精神卫生中心儿童青少年心理卫生医疗中心招募84例7~12岁ASD儿童，随机分为干预组(42例)与对照组(42例)。干预组执行为期7个月的社交互动游戏干预，每周平均2次，每次持续70 min，累计干预56次；对照组仅参与日常交流、合作等常规社交活动。分别在干预前后对两组ASD儿童交流行为指标(语言表达、语言理解与认知口语)与非适应行为指标(动作特征、情感表达与社会交际)采用心理教育量表(第3版)进行测试，并使用t检验分析干预前后两组ASD儿童社交行为指标差异。

结果

干预前，对照组与干预组ASD儿童语言表达、语言理解及认知口语得分差异均无统计学意义(t值分别为1.43，1.65，1.67，P值均＞0.05)；干预组在干预前的语言表达(76.29±2.34)、认知口语(84.24±2.13)评分均低于干预后(79.28±3.16，88.39±2.35)(t值分别为-4.17，-4.66)，语言理解评分(85.64±2.30)高于干预后(83.33±1.28)(t=5.41)(P值均＜0.05)。干预前，干预组与对照组动作特征、情感表达、社会交际的组间差异均无统计学意义(t值分别为1.05，1.46，1.69，P值均＞0.05)；干预后，干预组的动作特征(79.55±3.32)、情感表达(73.20±3.21)、社会交际(78.22±4.05)评分均高于干预前(72.24±3.43，69.33±4.18，76.21±3.14)(t值分别为7.10，5.51，4.24，P值均＜0.05)。

结论

人际同步干预方案对ASD儿童社交行为缺陷具有良好改善效果。

人际关系  /  孤独性障碍  /  信息交流  /  精神卫生  /  干预性研究  /  儿童
Objective

To investigate the efficacy of interpersonal synchronous intervention on improving social behavioral deficits in children with autism spectrum disorder (ASD), in order to provide effective guidance for optimizing social intervention programs for ASD children.

Methods

From September 2022 to March 2023, 84 ASD children aged 7-12 years were recruited from the Children and Adolescents Mental Health Medical Center of Inner Mongolia Autonomous Region Mental Health Center. The test subjects were randomly divided into an intervention group (42 cases) and a control group (42 cases). A 7-month social interactive game intervention plan was implemented in the intervention group, with an average of 2 times per week, each lasting 70 minutes, for a total of 56 interventions; the control group only participates in routine social activites such as daily communication and cooperation. And tests were conducted on communication behavior indicators (language expression, language comprehension, and cognitive speaking) and maladaptive behavior indicators (action characteristics, emotional expression, and social communication) of two groups of ASD children before and after intervention, and the differences in various social behavior indicators between the two groups of ASD children before and after intervention were compared through paired sample t-test.

Results

Before the intervention, there were no significant differences in language expression, language understanding and cognitive oral scores of children with ASD between the intervention and control groups (t=1.43, 1.65, 1.67, P>0.05). The language expression (76.29±2.34) and cognitive speaking (84.24±2.13) scores of the intervention group before intervention were lower than those after intervention (79.28±3.16, 88.39±2.35) (t=-4.17, -4.66), and the language understanding score (85.64 ± 2.30) was higher than that after intervention (83.33±1.28) (t=5.41)(P < 0.05). Before intervention, there were no statistically significant differences in non adaptive behavior factors (motor characteristic, emotional expression, and social communication)between groups (t=1.05, 1.46, 1.69, P>0.05). After intervention, the intervention group had higher scores in motor characteristics (79.55±3.32), emotional expression (73.20±3.21), and social communication (78.22±4.05) compared to the control group (72.24±3.43, 69.33±4.18, 76.21±3.14) (t=7.10, 5.51, 4.24, P < 0.05).

Conclusion

The interpersonal synchronous intervention program has shown good improvement in the treatment of social behavior disorders in children with ASD.

Interpersonal relations  /  Autistic disorder  /  Communication  /  Mental health  /  Intervention studies  /  Child
张艳, 包昕哲, 白傲锐. 人际同步干预改善孤独症谱系障碍儿童社交行为缺陷的效果. 中国学校卫生, 2025 , 46 (4) : 569 -572 578 . DOI: 10.16835/j.cnki.1000-9817.2025101
Yan ZHANG, Xinzhe BAO, Aorui BAI. Effects of interpersonal synchronization intervention on improving social behavior deficits children with autism spectrum disorder[J]. Chinese Journal of School Health, 2025 , 46 (4) : 569 -572 578 . DOI: 10.16835/j.cnki.1000-9817.2025101
正文
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孤独症谱系障碍(autism spectrum disorder，ASD)是产生于儿童早期的神经发育障碍性疾病，主要以社交行为缺陷为核心，表现为社交沟通障碍、兴趣或活动范围狭窄及重复刻板行为[1]。ASD带来异常社交行为进而形成持久性缺陷，不仅会降低患者社交技能[2-3]，而且会损害儿童患者社交行为能力[4]，不利于儿童快速融入社会。社交行为缺陷主要强调个体在社交互动中表现出的持续性功能障碍, 是神经发育障碍和精神疾病的典型特征[5]。在现有ASD康复治疗方案中，应用行为分析、结构化教学与人际关系发展等干预措施治疗效果不明显、治疗费用昂贵[6]，不利于改善患儿的社交困难症状。
人际同步干预作为一种社会互动过程，可增强个体间亲社会性，包括合作与助人行为、亲近感与集体感，是治疗ASD儿童社交行为缺陷的有效措施[7]。人际同步干预方法可表述为人际关系发展干预疗法(relationship development intervention，RDI)，即强调作为一种由父母主导、专业人员共同协助下的孤独症干预措施，进而推动ASD儿童人际关系能力提升，改善其核心症状[8-9]。有研究通过实践活动发现，在通过人际同步干预后，ASD儿童的社会合作能力得到大幅提升，进而增强了社会适应力[10]。在ASD儿童发展早期，人际同步干预方法可以提升其脑神经发育水平，提高社会交互能力[11]。鉴于此，本研究于2022年9月—2023年3月选取84名7~12岁ASD儿童，探讨人际同步干预对其社交行为缺陷的改善效果，为ASD儿童社交行为干预提供理论依据。
1　对象与方法
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1.1　对象
2022年9月—2023年3月，在内蒙古自治区精神卫生中心儿童青少年心理卫生医疗中心发布招募信息并通过医生推荐，共招募门诊部90例7~12岁ASD儿童。所选ASD儿童症状符合《美国精神病诊断手册(第五版)》(Diagnostic and Statistical Manual of Mental Disorders: DSM-V)[12]中ASD标准，经过内蒙古自治区精神卫生中心儿童青少年心理卫生医疗中心鉴定室专家诊断并出具ASD诊断证明；排除存在严重精神分类症、情感障碍及其他发育障碍性疾病者。最终获得84例研究对象，采用随机数字表法分为对照组(42例)和干预组(42例)，其中对照组男、女童分别为19和23例，干预组男、女童分别为17和25例。进一步运用《孤独症儿童评定量表》(Childhood Autism Rating Scale，CARS)[13]对84例儿童患者的障碍程度进行测试。干预组与对照组性别、年龄、障碍程度差异均无统计学意义(χ2/t值分别为1.75，1.34，1.29，P值均>0.05)。研究前，研究者详细向所有被试儿童监护人告知研究目的、研究内容，并获得监护人签署的知情同意书。本研究已通过内蒙古自治区综合疾病预防控制中心医学伦理委员会批准(批准号：20220322)。
1.2　干预方法
将干预组ASD儿童参与2项干预活动时间设置为7个月，平均每周2次(周三、五)，累计干预56次；要求被试于19:10—20:20在熟悉的活动室进行集中训练，每次持续70 min。训练室要求安静、无干扰物。先进行团体语言游戏，活动时间为30 min；中间休息10 min后，再进行团体社交互动游戏，活动时间为30 min。对照组仅参与日常交流、合作等常规社交活动。
研究借鉴江茂欣等[14-15]的游戏设置经验，设计团体互动语言游戏、团体社交互动游戏2项社交行为活动，分别对ASD儿童交流行为和非适应性行为进行干预，且强调团体、运动、游戏与注意引导4个元素有机结合。干预课程由1名主教练、84例ASD儿童与同等数量的家长或看护志愿者构成。(1)团体互动语言游戏包括听词拍手与忙碌厨房。前者主要考察ASD儿童听到不同词语时做出不同的反应；后者引导ASD儿童根据“口头语言+图片”的形式找出厨房对应的物品。首先由主试者、志愿者与家长先进行示范，将42例干预组ASD儿童分为7个组(6人/组)，引导进行互动游戏。(2)团体社交互动游戏分为老鹰捉小鸡和抓尾巴两大类。前者由志愿者扮演小鸡妈妈、由ASD儿童扮演老鹰进行游戏；后者由志愿者在腰间佩戴彩条，引导ASD儿童在干扰情况下摘掉彩带。在上述2项游戏中，若ASD儿童存在互动困难的问题，由志愿者进行辅助；若完成较好则增加对应游戏难度。
1.3　问卷调查
采用《心理教育量表(第三版)》(Psycho-educational Profile: Third Edition, PEP-3)[16]中社交技能测项的划分标准，从社交语言与社交互动两个视角来观测ASD儿童社交行为。PEP-3包含3个合成因子与10个分测项，以观测7~12岁ASD儿童身心发展状况[17]。本研究从PEP-3中选取2个因子及6个分测项，用于观测被试ASD儿童在干预前后的社交行为变化。这种行为变化特征包括两大类，即涉及语言表达、语言理解、认知口语的交流行为，以及包括动作特征、情感表达、社会交际的非适应行为。ASD儿童交流行为分3个维度66个题项，其中语言表达为15个题项、语言理解为30个题项、认知口语为21个题项；非适应行为分为3个维度74个题项，其中动作特征22个题项、情感表达28个题项、社会交际24个题项；以上题项均按照Likert 4点法进行等级计分(1~4分)。ASD儿童社交行为总分=各指标之和/4，总分范围为35~140分，得分越高表示ASD儿童社交行为缺陷症状越严重。本研究将总分>75分确定为初筛阳性[18]。本研究中该量表Cronbach α系数为0.93，重测信度为0.91，临界标准下的敏感度、特异度分别为0.94和0.90，表明各分项同质性较强且信效度较高。
1.4　质量控制
在进行测试前，需要明确对照组与干预组学生除参加正常课程外，均未参加其他形式的课外活动，以降低无关外部风险因子对研究结果带来的不利影响。同时，为提高干预质量，邀请内蒙古自治区精神卫生中心儿童青少年心理卫生医疗中心监督员及时记录干预组活动，定期对主教练或其他志愿者服务进行监督。由于被测试者来自不同学校，受各学校环境差异的影响，进一步采用平衡法对相关变量进行控制，具体包括(1)控制被测试者校内社交学习内容的同频同质(每周2节课的品德与社会课程的学习)；(2)控制被测试者课外社交干预的同频同质(频次：2次/周；形式：由主教练或志愿看护者进行一对一执行；内容：积极参加社交互动、合理表达等内容)。
1.5　统计学分析
使用SPSS 16.0软件对数据进行统计处理，计数数据用频数或百分率描述，计量数据使用(x ±s)描述。组间ASD儿童社交行为指标的比较采用独立样本t检验；干预前、后组内ASD儿童社交行为指标比较采用配对样本t检验。检验水准α=0.05。
2　结果
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2.1　两组ASD儿童交流行为指标比较
对照组ASD儿童在干预前后语言表达、语言理解及认知口语得分差异均无统计学意义(P值均＞0.05)；干预后，干预组ASD儿童语言表达和认知口语得分均上升，语言理解得分下降(P值均＜0.05)。干预前，干预组与对照组ASD儿童语言表达、语言理解及认知口语得分差异均无统计学意义(t值分别为1.43，1.65，1.67，P值均＞0.05)；干预后，干预组的语言表达、认知口语的评分均高于对照组(t值分别为3.61，3.68，P值均＜0.05)。见表1。
2.2　两组ASD儿童非适应行为指标比较
对照组ASD儿童在干预前后动作特征、情感表达及社会交际得分差异均无统计学意义(P值均＞0.05)；干预后，干预组ASD儿童非适应性因子得分均下降(P值均＜0.05)。干预前，对照组与干预组动作特征、情感表达及社会交际得分差异均无统计学意义(t值分别为1.05，1.46，1.69，P值均＞0.05)；干预后，干预组动作特征、情感表达及社会交际得分均高于对照组(t值分别为3.70，4.12，4.43，P值均＜0.05)。见表1。
3　讨论
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本研究结果显示，人际同步干预方法能够有效提高ASD儿童社交行为中语言表达能力、语言理解能力、认知口语能力、动作特征能力、情感表达能力与社会交际能力。一项来自20名ASD儿童亲社会行为的干预研究也显示，以分享和合作为主题的团体社交干预，有助于增强ASD儿童亲社会行为能力[19]。另一项研究借助沙盘游戏治疗方法，对4~8岁ASD儿童同频且同质的常规社交行为进行干预，发现沙盘游戏可提升ASD儿童社交技能与社交品质[20]。因此，有必要加强人际同步干预方法在医疗、教育等相关领域的应用，以实现对ASD儿童社交行为的最佳干预。
本研究发现，对干预组进行干预活动后，ASD儿童的语言表达、认知口语均有明显提升，表明对ASD儿童使用人际同步干预方法利于提高其语言社交能力及非适应能力。有研究发现，人际同步中断或减少是引发ASD儿童认知情感、行为缺陷的重要诱因，会增加ASD儿童社会功能障碍[21-22]。也有研究指出，人际同步干预能够激活神经生理、增强社会联结感、提高认知灵敏度[23]，对于解决ASD儿童社交障碍具有重要作用[11]。本研究认为，人际同步干预方法可提升ASD儿童动作特征能力、社会交际能力、语言表达能力、认知口语能力，是对现有研究的进一步补充。但值得注意的是，“语言理解”得分在干预后反而下降，其可能原因是ASD儿童病程较长，其语言进步未能与年龄增长同步，导致与同龄儿童语言发展拉开差距，使得人际同步干预方案实施初期未有效提高ASD儿童语言理解能力，反而会因抵触心理导致语言能力下降。
本研究尚存在一定局限性：首先，人际同步干预方法弥补ASD儿童社交行为缺陷的时效性与广泛性还需进一步验证，即人际同步干预方法的影响效果能存在多久、影响效应可否泛化，这一问题还需深入挖掘；其次，不同类型的人际同步干预方法对ASD儿童社交行为缺陷改善效果差异还有待研究；最后，人际同步干预方法的影响因素还有待进一步控制，例如对家长素质、志愿者自身情绪调节、量表测试的组织实施等。
基金
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  • 2024年度内蒙古自治区少年儿童发展研究课题项目(NMGSEJDKT202410)
文献
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2025年第46卷第4期
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doi: 10.16835/j.cnki.1000-9817.2025101
  • 接收时间：2024-10-31
  • 首发时间：2026-11-06
  • 出版时间：2025-04-25
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  • 收稿日期：2024-10-31
  • 修回日期：2025-02-11
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2024年度内蒙古自治区少年儿童发展研究课题项目(NMGSEJDKT202410)
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    内蒙古鸿德文理学院教育系，呼和浩特 010070
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2种不同金属材料的力学参数
科
Family		 属数
Number of
genus		 种数
Number of
species		 占总种数比例
Percentage of
total species (%)		 属
Genus		 种数
Number of
species		 占总种数比例
Percentage of total
species (%)
鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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