Effects of interpersonal synchronization intervention on improving social behavior deficits children with autism spectrum disorder
10.16835/j.cnki.1000-9817.2025101
- VernacularTitle: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
- Author:
ZHANG Yan, BAO Xinzhe, BAI Aorui
1
Author Information
1. Department of Education, Inner Mongolia Honder College of Arts and Sciences，Hohhot (010070) , Inner Mongolia Autonomous Region, China
- Publication Type:Journal Article
- Keywords:
Interpersonal relations；Autistic disorder；Communication；Mental health；Intervention studies；Child
- From:
Chinese Journal of School Health
2025;46(4):569-572
- CountryChina
- Language:Chinese
-
Abstract:
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 7month 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 ttest.
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.
