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      Social skill training for children with autistic spectrum disorder on the uncertainty of the disease from mothers

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          Abstract

          Objective To improve the social skills of children with ASD by using Program for the Education and Enrichment of Relational Skills (PEERS ®), and to reduce the uncertainty towards ASD and negative emotions for mothers of ASD children.

          Methods From September to October 2017, 30 dyads of autistic mother and child were recruited and divided into intervention group and control group (15 mother-child dyads each). Based on the content of PEERS ® social skill, cognitive behavior therapy was delivered in group format, through demonstration, role play and group exercise. At the same time, mother-child dyads were trained using parallel social technology. Mothers and children with ASD were investigated using Parents’ Perception of Uncertainty Scale (PPUS), Patient Health Questionnaire-9 (PHQ–9), Chinese Version of the Beck Depression Inventory-II (BDI–II–C), Beck Anxiety Inventory (BAI), State-Trait Anxiety Inventory (STAI–Form Y), and Autism Behavior Checklist (ABC), Cildhood Autism Rating Scale (CARS), and Social Communication Questionnaire (SCQ).

          Results Changes in ASD symptom score in children and emotional score of mothers in the intervention group were less than 0. The total score of mother disease uncertainty (74.93±13.58, 90.40±9.21), ambiguity (31.13±7.07, 38.93±4.73), lack of clarity information (11.93±2.09, 13.80±2.54), unpredictability (9.60±1.99, 12.07±2.89), significantly changed after intervention ( t = −3.65, −3.55, −2.20, −2.72, P<0.05).

          Conclusion Social PEERS ® group intervention can enhance the social skills of children with ASD, reduce uncertainty of illness among mother of ASD children. Timely disease-related information, guidance for mothers to actively participate in child care and training, might help to reduce cognitive bias, depressive and anxiety symptoms among mothers.

          Abstract

          【摘要】 目的 应用教育和拓展社交技能项目(简称“PEERS ®社交技术”)提髙自闭症谱系障碍(ASD)患儿的社交能力, 降低患儿母亲的疾病不确定感和不良情绪。 方法 于 2017 年 9一10 月, 从上海市某特殊教育培训机构招募 30 对自闭症 患儿母子, 采用抽签法分为干预组和对照组(各 15 对母子)。基于PEERS ®社交干预技术内容, 采用认知行为团体形式, 通 过示范、角色扮演, 小组演练方式, 同时对自闭症患儿母子平行进行社交技术训练。干预前后分别使用疾病不确定感父母 量表(PPUS)、患者健康问卷抑郁分表(PHQ–9)、贝克抑郁量表第二版中文版(BDI–II–C)、贝克焦虑量表(BAI)、状态-特 质焦虑问卷(STAI–Form Y)对母亲进行调査, 使用自闭症患儿行为量表(ABC)、自闭症患儿症状量表(CARS)、社会交往问 卷(SCQ)对ASD患儿进行调査。 结果 干预组患儿行为量表和母亲的情绪量表得分前后测差值均小于 0。干预后, 干预 组母亲与对照组母亲的疾病不确定感总分(74.93±13.58, 90.40±9.21)及不明确性 (31.13±7.07, 38.93±4.73)、缺乏信息 (11.93±2.09, 13.80±2.54)、不可预测 (9.60±1.99, 12.07±2.89) 比较差异均有统计学意义 ( t 值分别为 −3.65, −3.55, −2.20, −2.72, P 值均<0.05)。 结论 社交 PEERS ®团体干预能够提髙 ASD 患儿的社交技巧, 降低疾病不确定感各维度对母亲的 影响。及时、有效的提供疾病相关信息, 帮助母亲积极参与患儿的照顾与训练, 可减少认知偏差、降低抑郁、焦虑等不良 情绪。

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          Author and article information

          Journal
          CJSH
          Chinese Journal of School Health
          Chinese Journal of School Health (China )
          1000-9817
          01 August 2022
          01 September 2022
          : 43
          : 8
          : 1249-1253
          Affiliations
          [1] 1Shanghai University of Medicine & Health Sciences/Department of Applied Psychology, Shanghai (201318), China
          Author notes
          *Corresponding author: DU Yasong, E-mail: yasongdu@ 123456163.com
          Article
          j.cnki.1000-9817.2022.08.029
          10.16835/j.cnki.1000-9817.2022.08.029
          1cd69fcf-bc54-4bc6-a9d0-2fd54e434383
          © 2022 Chinese Journal of School Health

          This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 Unported License (CC BY-NC 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See https://creativecommons.org/licenses/by-nc/4.0/.

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          Self URI (journal-page): http://www.cjsh.org.cn
          Categories
          Journal Article

          Ophthalmology & Optometry,Pediatrics,Nutrition & Dietetics,Clinical Psychology & Psychiatry,Public health
          Interpersonal relations,Intervention studies,Child,Group processes,Autistic, disorder

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