| 张会春,李文霞,尚清,等.孤独症谱系障碍儿童执行功能与心理理论之间的关系探讨[J].安徽医药,2024,28(12):2403-2406. |
| 孤独症谱系障碍儿童执行功能与心理理论之间的关系探讨 |
| Relationship between executive function and theory of mind in children with autism spectrum disorder |
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| DOI：10.3969/j.issn.1009-6469.2024.12.014 |
| 中文关键词: 孤独症谱系障碍 执行功能 心理理论 儿童 相关性 |
| 英文关键词: Autism spectrum disorder Executive function Theory of mind Children Relevance |
| 基金项目:科技部国际合作项目( G2021026025L)；河南省中医药科学研究专项重点课题( 20-21ZY1072)；河南省科技攻关计划(222102310674)；河南省儿科疾病临床医学研究中心开放课题( YJZX202205) |
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| 中文摘要: |
| 目的探析孤独症谱系障碍( ASD)儿童执行功能与心理理论之间的关系。方法 2020年 4月至 2022年 4月经郑州大学附属儿童医院收治确诊为 ASD儿童 54例归入 ASD组，同期按年龄、智商 1∶1匹配、经该院招募 54例正常发展( TD)儿童归入 TD组，均进行执行功能［采用中文版学龄前儿童执行功能行为评定问卷( BRIEF-P)进行评估］、心理理论(通过意外内容任务、意外地点任务及隐藏情绪任务 3个心理理论经典范式进行评估)测试并比较结果差异，采用 Pearson分析检验 ASD儿童执行功能与心理理论的相关性。结果 ASD组 BRIEF-P中抑制、转换、情感控制、工作记忆、组织计划及总分［( 104.52±7.49)分比(78.39±4.43)分］均高于 TD组( P<0.05)； ASD组心理理论范式中意外内容任务、意外地点任务、隐藏情绪任务及总分［( 0.87±0.85)分比( 1.96±0.89)分］均低于 TD组( P<0.05)；经 Pearson相关性分析结果显示， BRIEF-P总分与心理理论总分存在高度负相关( r=.0.75)，其次 BRIEF-P因子中抑制、工作记忆具有中度负相关( r=.0.44、.0.47)(P<0.05)。结论 ASD儿童普遍存在执行功能及心理理论发展障碍，且两者常易共同发生，故针对 ASD儿童行个体化教育计划时，应注重融合执行功能及心理理论干预方式。 |
| 英文摘要: |
| Objective To explore the relationship between executive function and theory of mind in children with autism spectrum disorder (ASD).Methods Fifty-four children diagnosed with ASD admitted to Children's Hospital Affiliated to Zhengzhou Universityfrom April 2020 to April 2022 were included in the ASD group, and 54 children with normal development (TD) recruited from the hos-pital with matched age and IQ at 1∶1 were included in the TD group during the same period. All of them were tested by executive func-tion [assessed by Chinese version of The Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P)] and theory of mind [assessed by unexpected content task, unexpected place task and hidden emotion task], and the results were compared. Pearsoncorrelation was used to analyze the relationship between executive function and theory of mind in children with ASD.Results Inhibi-tion, conversion, affective control, working memory, organizational planning and total score of BRIEF P in ASD group were higher thanthose in TD group [(104.52±7.49) points vs. (78.39±4.43) points] (P<0.05). The unexpected content task, unexpected location task, hid-den emotion task and total score of ASD group were lower than those of TD group [(0.87±0.85) points vs. (1.96±0.89) points] (P<0.05). Pearson correlation analysis results showed that the total score of BRIEF-P was highly correlated with the total score of theory of mind (r= .0.75), and there was a moderate correlation between BRIEF P factors such as inhibition and working memory and theory of mind (r= . 0.44, . 0.47) (P<0.05). Conclusions Executive function and theory of mind development disorders are common in children withASD, and they often occur together. Therefore, the integrated intervention of executive function and theory of mind may be emphasizedin implementing individualized education plan for children with ASD. |
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