Effect of caregiver factors on the efficacy of Play-based Communication and Behavior Intervention in children with autism spectrum disorder
10.3760/cma.j.issn.2095-428X.2019.10.010
- VernacularTitle: 照顾者因素对孤独症谱系障碍幼儿以游戏为基础促进交流与行为的干预疗效的影响
- Author:
Jiao WENG
1
;
Min FENG
;
Xiang XIAO
;
Ting XIAO
;
Junli FU
;
Nana QIU
;
Chunyan LI
;
Yun DA
;
Xiaoyan KE
Author Information
1. Child Mental Health Research Center, Brain Hospital Affiliated to Nanjing Medical University, Nanjing 210029, China
- Publication Type:Journal Article
- Keywords:
Autism spectrum disorder;
Very early intervention;
Play-based communication behavior intervention;
Caregiver factor;
Efficacy
- From:
Chinese Journal of Applied Clinical Pediatrics
2019;34(10):763-767
- CountryChina
- Language:Chinese
-
Abstract:
Objective:Children with autism spectrum disorder(ASD) who participated in the " Play-based Communication and Behavior Intervention(PCBI)" were studied in order to evaluate the impact of caregiver factors on the efficacy of the PCBI very early intervention model systematically.
Methods:Seventy-six children with ASD aged 8-30 months were recruited in this study at Brain Hospital Affiliated to Nanjing Medical University form December 2017 to June 2018, and they were trained for PCBI very early intervention.The Autism Treatment Evaluation Checklist (ATEC) and the Gesell Developmental Schedules were used to evaluate the efficacy of the PCBI very early intervention.Parenting Stress Index Short Form, General Self-Efficacy Scale and the self-developed Caregiver Training Course Evaluation Scale and the Homework Completion Level Scale were used to assess the level of parental stress, self-efficacy, curriculum satisfaction and acceptance.A pair of sample t-test was used to analyze the ASD symptoms, developmental level and caregiver factors of ASD children before and after intervention.Multivariate regression analysis was used to analyze the caregiver factors and the effects of PCBI very early intervention.
Results:(1) At the end of 12 weeks of PCBI very early intervention, the score of the ATEC (17.36±15.98) was lower than that before intervention (78.43±22.84), and the difference was statistically significant(P<0.05); the adaptive developmental quotient(5.90±15.45), the fine action developmental quotient(5.13±19.89), the language developmental quotient (12.43±20.60) and the personal social developmental quotient(4.79±16.02) scores of the Gesell Developmental Schedules were higher than those before intervention (73.08±20.54, 77.33±23.63, 52.24±19.12, 71.79±20.81), and the differences were statistically significant (all P<0.05). (2) At the end of PCBI very early intervention, there was a significant decrease in the scores of Parenting Stress Index Short Form, and the differences were statistically significant (4.84±14.69 vs.94.05±29.67, P<0.05). (3) Acceptance of the intervention model, and mastery of the skills in the caregiver factors had a positive predictive effect on the effect of PCBI very early intervention (t=3.068, 10.468, all P<0.05).
Conclusions:PCBI very early intervention can effectively reduce the parenting pressure of the caregivers, and in the PCBI very early intervention, the better the mastery of skills and the completion of homework, the better the efficacy of intervention.
