Objective To examine the effect and electrophysiological mechanism of repetitive transcranial magnetic stimulation(rT-MS)augmentated to group cognitive training(GCT)on children with high-functioning autism spectrum disorder(ASD)comorbided with attention-deficit/hyperactivity disorder(ADHD).Methods From March to December,2023,70 children diagnosed with ASD+ADHD were recruited from the Affiliated Xuzhou Children's Hospital of Xuzhou Medical University and partnering special education centers.They were randomly divided into control group(n=35)and experimental group(n=35).Both groups received standard-ized GCT,twice a week,for ten weeks.During the same period,the control group received sham stimulation,while the experimental group additionally received 1 Hz rTMS over the right temporoparietal junction at 80%of resting motor threshold,five times a week,for ten weeks.Core symptoms were assessed before and after treat-ment with the Social Responsiveness Scale-2(SRS-2),Repetitive Behavior Scale-Revised(RBS-R)and Conners Parent Rating Scale-3(CPRS-3)attention-deficit and hyperactivity/impulsivity subscales.Resting-state EEG was simultaneously recorded to obtain θ and β power spectral density(PSD)and the θ/β ratio at Fz,Cz and Pz.Results Two cases in the control group and one in the experimental group dropped down.After treatment,SRS-2 scores(|Z|>4.876,P<0.001)and RBS-R scores(|Z|>4.329,P<0.001)decreased in both groups.CPRS-3 attention-deficit scores(|Z|>4.940,P<0.001)and hyperactivity/impulsivity scores(|t|>16.273,P<0.001)decreased in both groups,and they were lower in the experimental group(Z=4.732,P<0.001;t=-3.169,P<0.01).In the experimental group,Fz θ-PSD decreased significantly(Z=-4.830,P<0.001),and it was lower than that in the control group(Z=-2.609,P=0.009);and the θ/β ratio likewise fell(t=4.754,P<0.001),and it was lower than that in the control group(t=-2.256,P=0.027).Conclusion Adding rTMS to GCT can further alleviate attention deficits and hyperactive-impulsive symptoms in chil-dren with ASD comorbided with ADHD,which may associate with the inhibit of power of θ wave in profrontal contex.

Objective To examine the effect and electrophysiological mechanism of repetitive transcranial magnetic stimulation(rT-MS)augmentated to group cognitive training(GCT)on children with high-functioning autism spectrum disorder(ASD)comorbided with attention-deficit/hyperactivity disorder(ADHD).Methods From March to December,2023,70 children diagnosed with ASD+ADHD were recruited from the Affiliated Xuzhou Children's Hospital of Xuzhou Medical University and partnering special education centers.They were randomly divided into control group(n=35)and experimental group(n=35).Both groups received standard-ized GCT,twice a week,for ten weeks.During the same period,the control group received sham stimulation,while the experimental group additionally received 1 Hz rTMS over the right temporoparietal junction at 80%of resting motor threshold,five times a week,for ten weeks.Core symptoms were assessed before and after treat-ment with the Social Responsiveness Scale-2(SRS-2),Repetitive Behavior Scale-Revised(RBS-R)and Conners Parent Rating Scale-3(CPRS-3)attention-deficit and hyperactivity/impulsivity subscales.Resting-state EEG was simultaneously recorded to obtain θ and β power spectral density(PSD)and the θ/β ratio at Fz,Cz and Pz.Results Two cases in the control group and one in the experimental group dropped down.After treatment,SRS-2 scores(|Z|>4.876,P<0.001)and RBS-R scores(|Z|>4.329,P<0.001)decreased in both groups.CPRS-3 attention-deficit scores(|Z|>4.940,P<0.001)and hyperactivity/impulsivity scores(|t|>16.273,P<0.001)decreased in both groups,and they were lower in the experimental group(Z=4.732,P<0.001;t=-3.169,P<0.01).In the experimental group,Fz θ-PSD decreased significantly(Z=-4.830,P<0.001),and it was lower than that in the control group(Z=-2.609,P=0.009);and the θ/β ratio likewise fell(t=4.754,P<0.001),and it was lower than that in the control group(t=-2.256,P=0.027).Conclusion Adding rTMS to GCT can further alleviate attention deficits and hyperactive-impulsive symptoms in chil-dren with ASD comorbided with ADHD,which may associate with the inhibit of power of θ wave in profrontal contex.

Objective:To observe the impact of a home-based intervention based on video feedback on the social, cognitive and fine motor skills of children with autism spectrum disorder (ASD).Methods:Fifty children with ASD were randomly divided into a control group and an observation group, each of 25. In addition to conventional rehabilitation training, the control group received routine comprehensive family intervention, while the observation group′s family intervention used video feedback. Before and after 6 months, all of the children′s social, cognitive and fine motor skills were assessed using the Psychoeducational Profile instrument (PEP-3), an aberrant behavior checklist (ABC), the Childhood Autism Rating Scale (CARS), an autism treatment evaluation checklist (ATEC) and a neuropsychological development scale (CNDS) for children up to 6 years old.Results:Before the treatment there was no significant difference between the 2 groups in any of the measurements. Afterward, significant improvement was observed in all of the measurements in both groups. After the treatment, however, the experimental group′s average social interaction, cognition and personal self-care scores on the PEP-3 scale, as well as their average fine motor skill, adaptive capacity, language use and personal social ability were all significantly better than the control group′s averages. At the same time, the experimental group′s average ABC, CARS, communication, sensation, social ability and behavior results were significantly better.Conclusions:Video feedback can effectively improve family interventions stimulating the social and cognitive abilities of children with ASD, as well as their fine motor skills.

Objective:To observe the impact of a home-based intervention based on video feedback on the social, cognitive and fine motor skills of children with autism spectrum disorder (ASD).Methods:Fifty children with ASD were randomly divided into a control group and an observation group, each of 25. In addition to conventional rehabilitation training, the control group received routine comprehensive family intervention, while the observation group′s family intervention used video feedback. Before and after 6 months, all of the children′s social, cognitive and fine motor skills were assessed using the Psychoeducational Profile instrument (PEP-3), an aberrant behavior checklist (ABC), the Childhood Autism Rating Scale (CARS), an autism treatment evaluation checklist (ATEC) and a neuropsychological development scale (CNDS) for children up to 6 years old.Results:Before the treatment there was no significant difference between the 2 groups in any of the measurements. Afterward, significant improvement was observed in all of the measurements in both groups. After the treatment, however, the experimental group′s average social interaction, cognition and personal self-care scores on the PEP-3 scale, as well as their average fine motor skill, adaptive capacity, language use and personal social ability were all significantly better than the control group′s averages. At the same time, the experimental group′s average ABC, CARS, communication, sensation, social ability and behavior results were significantly better.Conclusions:Video feedback can effectively improve family interventions stimulating the social and cognitive abilities of children with ASD, as well as their fine motor skills.

Objective:To explore the application value of transcranial magnetic stimulation combined with language training for children with language retardation.Methods:100 children with language retardation who were treated in our hospital from March 2015 to March 2016 were selected as the research object.They were divided into control group and observation group according to the random number table method,50 cases in each group.The control group was treated with routine language training,while the observation group was treated with transcranial magnetic stimulation combined with language training.The treatment of the two groups were 3 months.The therapeutic effects were evaluated by the language development in Chinese children assessment method and the changes of developmental quotient before and after treatment were evaluated by the neuropsychological development test for children.Results:The effective rate of the observation group was 98.0％,which was significantly higher than 87.0％ of the control group (P＜0.05).Compared with before treatment,the language development quotient and development quotient of the two groups after treatment for 1,2 and 3 months were significantly improved,and the observation group was significantly better than the control group (P＜0.05).The normal rate of the observation group was 80.0％,which was significantly higher than 66.0％ of the control group (P＜0.05).Conclusion:The effect oftranscranial magnetic stimulation combined with language training is ideal,which can effectively improve the developmental quotient of children with language retardation,and it is worth promoting in clinical practice.