| Objective: To study the effects of structured teaching models in natural situations on children with autism spectrum disorders (ASD). Methods: All 40 children with ASD were randomly divided into the control group (n=20) and the observation group (n=20). The control group received conventional rehabilitation treatment, and the observation group received structured teaching mode treatment in the natural situation. Before and after treatment, Childhood Autism Rating Scale (CARS), Autism Treatment Evaluation Checklist (ATEC), and Child Functional Independence Assessment Scale (WeeFIM) were used for assessments. Results: There was no significant difference in CARS, ATEC and WeeFIM scores between the two groups before treatment (P>0.05). After treatment, CARS and ATEC scores decreased significantly (P<0.01). Moreover, CARS, and the language, social interaction, sensory perception and total score of ATEC in the observation group were lower than those in the control group (P<0.05). WeeFIM scores were significantly higher after treatment (P<0.01). The cognitive function and total score of WeeFIM in the observation group were higher than that in the control group (P<0.01). Conclusion：Structured teaching models in natural situations can effectively improve language, social and cognitive functions in children with ASD. |
