Brief report: Early intervention in autism
Brief report: Early intervention in autism
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DOI：
10.1007/bf02172020
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发表时间：
1996-04-01
影响因子：
3.9
通讯作者：
Rogers, SJ
中科院分区：
文献类型：
--
作者：
Rogers, SJ
自闭症是一种通常会导致终生残疾和依赖的疾病。本文简要回顾了发表在同行评审期刊上的综合早期干预研究的结果，并提出了该领域需要回答的主要问题，以建立有效的，可访问的治疗自闭症的幼儿。至少有六个旨在刺激自闭症幼儿广泛变化的综合治疗项目在同行评议的期刊上发表了积极的结果数据。这六项研究的主要结果见表I。需要指出的是，这些研究都没有使用最严格的实验设计，包括将儿童随机分配到各个小组，以及使用对研究的各个方面都不知情的评估人员。这些研究在许多方面都有所不同，包括不同的课程，不同的设置和比例，不同的年龄和功能水平，不同的测量进展的方法，以及不同的比较组或策略来看待变化。然而，六项研究的结果有许多共同之处。所有的研究都报告说：（a）发育速度显著加快，导致智商显著提高;（B）接受治疗的儿童语言能力显著提高;（c）社会行为改善，自闭症症状减轻。此外，对于大多数项目来说，这些收益是在强化学前干预的1至2年内完成的。大多数接受治疗的儿童（73%）在干预期结束时（通常为5岁）有了有用的语言。虽然只有两项研究有纵向组成部分，但都表明儿童在干预计划结束后保持了多年的收益。
Autism is a condition that generally results in lifelong disability and dependence. This paper briefly reviews findings from comprehensive early intervention studies published in peer-reviewed journals and formulates major questions that need to be answered for the field to establish efficacious, accessible treatment for very young children with autism. At least six comprehensive treatment programs designed to stimulate widespread changes in young children with autism have published positive outcome data in peer-reviewed journals. Highlights of the findings of these six studies appear in Table I. It is important to point out that none of these studies used the most rigorous experimental designs, involving random assignments of children to groups and the use of evaluators blind to all aspects of the study.The studies differed in many ways, including different curricula, different settings and ratios, different ages and functioning levels, different ways of measuring progress, and different kinds of comparison groups or strategies for looking at change. However, many commonalities occurred in the results of the six studies. All the studies reported (a) significant acceleration of developmental rates, resulting in significant IQ gains;(b) significant language gains in the treated children;(c) improved social behavior and decreased symptoms of autism. Furthermore, these gains were accomplished, for most programs, within 1 to 2 years of intensive preschool intervention. The majority of treated children (73%) had useful speech by the end of the intervention period (generally age 5). Although only two studies had a longitudinal component, both indicated that the children maintained their gains for years after the intervention program ended.