| part ?Objectives To explore the family function of autism spectrum disorders and the factors which affect it.Methods We recruited 54 autism spectrum disorders who came to outpatient ward of Shanghai Mental Heath Center from June 2013 to June 2014. All the patients met the autism spectrum diagnose criteria of DSM-5. 52 healthy children were recruited from some primary school as control group. The parents of both group should fill the questionnaire of general information, family assessment device, and parenting stress index.Results 1.There was no significance between both groups by their ages(t=-1585,P=0.116) and sex(?2=2.361,P=0.124). The fathers' average age of study group was elder than control group, there was significance between the two groups(t=10.563,P=0.000). The constituent ratio of age(parents' prime childbearing age when the mother was in pregnant), the difference was significance(?2=13.42,P=0.001). 2.The parents' educational level of study group is lower than control group, there was significance between the parents' educational level(?2=6.687,P=0.035), Most of the parents educational level is junior middle school of the study group; the raising impression of control group parents was mainly intermediate type, while difficult type was mainly in control group, the different between both groups was highly statistical significance(?2=22.141,P=0.000); low income families occupied a big ratio in study group, the different family income was significance between two groups(?2=4.417,P=0.036). 3. The abnormal score ratio of all factors were high in family assessment device of study group but the average scores of factors(Roles, Affective Responsiveness, Affective Involvement, Behavior Control, General Functioning) is lower than control group, there were significance between the both groups(t=-2.218~-7.096,P=0.000), the Communication skill of study group was significance better than control group(t=-2.218,P=0.030). The Role ability of study group families of female ASD patients are stronger than families of male ASD children(t=5.825, P=0.016). Meanwhile, the household ability in Affective Responsiveness, Affective Involvement and General Functioning were getting worse with the course of disease increasing(F=3.424~3.678,P<0.05). 4.the PSI scores of study group was significantly better than control group(t=0.232~17.275,P<0.05), except for score of life stress. 5.Family function was positive correlate with fathers' age and prime childbearing age when mothers were in pregnant, while it was negative correlation with life stress of PSI; the life stress of PSI and fathers' childbearing age are most important factors to general function of FAD.Conclusions 1. There were defect in family function with a ASD children, the defect of problem solving, communication, behavior control and general functioning were obvious.the roles capacity of female ASD children' families was poorer than that of male patients' parents; with the duration increased, the affective responsiveness, affective involvement and general functioning of family got worse. 2. The family faced stress in raising the ASD children, the stress which came from children and parents were stronger than that of health children' family. the patients' parents were in short of feeling of ability. 3.The family function was affected by life events. The more life events family faced,the better family function.part ?Objectives 1. To investigate the effects of PECS and RDI on ASD children' cognitive competence and linguistic competence 2. To investigate the effects of different training duration on ASD children' symptoms.Methods We recruited 55 autism spectrum patients who came to outpatient ward of shanghai mental health center from June 2013 to February 2015. All the children met the autism spectrum diagnose criteria of DSM-5. They were assessed by the staff who received the normalization training with PEP-3. 18 children entered the study. All the children parents agreed to receive the training of RID(XINYU)or PECS(YAEN). The parents could choose either way according to their wish. 12 parents received the training of RDI, 5 dropping out at the end of 6th months, 7 continued for 12 months, 6 received PECS until 6 months later. All of children were assessed by PEP-3 after training.Results 1. The children were divided into 3 groups(<36months,36months~72months,>72months), the cognitive competence and linguistic competence were different in 3 groups. PEP-3 scores increased with the age, there were significant among the three groups(F=4.082~37.473,P<0.05), but the problem behavior, adaptive behavior, the original integral of communication and disposing capacity didn't improve apparently(F=0.112~2.210,P>0.05). 2. All of the PEP-3 scores increased after training by PECS, the cognitive competence and linguistic competence improved, in which, the receptive language, fine motor, gross motor and visual/motor imitation improved apparently, which were strong than before training(Z=-2.214~-2.023,P<0.05). 3. All of the PEP-3 scores increased after training by RDI, the cognitive competence and linguistic competence improved, the expressive language competence improved, which was marked improvement than before training(Z=-2.669,P=0.008). 4. After 6 mouths of RDI training, the receptive language, fine motor and gross motor were better than before, which were statistical significant(Z=-2.032~-2.023,P<0.05), the cognitive competence and linguistic competence were enhanced by 12 mouths of training, but no statistical significance were found(P>0.05).Conclusions 1.The PEP-3 scores were different among different ages, the scores increased as the children grew up, the elder ASD children grew, the higher the PEP-3 scores were, also were the cognitive competence and linguistic competence. 2. After training with PECS and RDI, the cognitive competence and linguistic competence improved obviously. But these two training methods had their own advantages, which were assimilate to the former studies. 3.Both PECS and RDI could improve patients' language understanding, fine motor, gross motor competence. the two methods had their own advantages. what's more the PECS can improve visual/motor imitation. 4. The children' cognitive competence and linguistic competence were improved, but after training for 12 months, some competence decreased. |
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