| 赖燕媚,李威,田艳萍,姜雪,李庆红,钟增泉,吕智海.重复经颅磁刺激联合语言小组课治疗儿童孤独症的疗效观察[J].中国康复,2025,40(4):235-239 |
| 重复经颅磁刺激联合语言小组课治疗儿童孤独症的疗效观察 |
| Therapeutic effects of repetitive transcranial magnetic stimulation combined with language group classes in treating children with autism |
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| DOI：10.3870/zgkf.2025.04.008 |
| 中文关键词: 孤独症 语言小组课 重复经颅磁刺激 孤独症儿童行为量表 |
| 英文关键词: autism language group lessons repetitive transcranial magnetic stimulation autism behavior checklist |
| 基金项目:中国康复医学会2023年度科研课题计划（KFKT-2023-034）；深圳市龙岗区科技创新专项资金医疗卫生技术攻关项目（LGKCYLWS2023006）；深圳市龙岗区医疗卫生科技计划项目［LGWJ 2021-（55）、LGWJ 2021-（63）、LGWJ 2021-（68）、LGWJ2022-(42)］；深圳市龙岗区妇幼保健院科研启动资金项目（Y2024010） |
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| 中文摘要: |
| 目的：探讨重复经颅磁刺激（rTMS）联合语言小组课治疗儿童孤独症的疗效。方法：选取90名孤独症谱系障碍（ASD）儿童，随机分为rTMS组、语言组、联合组3组，每组各30例。3组均接受常规康复治疗，并分别实施rTMS治疗、语言小组课治疗以及rTMS联合语言小组课治疗，共12周。在干预前后，分别采用孤独症行为检查量表（ABC）、重复刻板行为检查表（RBS-R）以及0～6岁儿童神经心理发育量表（儿-心量表）对3组儿童进行评估，并比较3组的临床效果。结果：干预前，3组患儿ABC各能区评分、RBS-R评分、儿-心量表智龄差异比较无统计学意义。干预12周后，联合组ABC总分及其中的交往、语言能区评分均低于rTMS组和语言组（均P<0.05）；联合组RBS-R评分低于rTMS组和语言组（均P<0.05）；联合组儿-心量表智龄高于rTMS组和语言组（均P<0.05）。结论：rTMS联合语言小组课治疗能显著改善ASD儿童核心症状，对ASD儿童的早期治疗有一定的临床应用价值。 |
| 英文摘要: |
| Objective: To discuss the efficacy of repetitive transcranial magnetic stimulation (rTMS) combined with language group therapy in treating children with autism. Methods: A total of 90 children with autism spectrum disorder (ASD) who met the inclusion criteria were selected, and randomly divide into three groups of 30 cases each. All participants received conventional rehabilitation treatment and were given rTMS treatment (rTMS group), language group class treatment (language group), and rTMS combined with language group class treatment (combined group) for 12 weeks, respectively. Before and after the intervention, the therapeutic effects were evaluated using the autism behavior checklist (ABC) score, the repetitive behavior scale-revised (RBS-R) score, and the 0-6 years old child neuropsychological development scale (child-psychological scale), and the clinical effects of the three groups were compared. Results: After three months of intervention, the scores of ABC in each functional area in the combined group were significantly lower than those in the rTMS group and language group (P<0.05). The communication and language scores in the combined group were significantly lower than those in the rTMS group and language group (P<0.05). The mental age scores on the child-psychological scale in the combined group were significantly higher than those in the rTMS group and language group (P<0.05). The RBS-R scores in the combined group were significantly lower than those in the rTMS group and language group (P<0.05). Conclusion: rTMS combined with language group lessons can significantly improve the core symptoms of children with ASD, and this study has a certain positive effect and clinical application value for the early treatment of children with ASD. |
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