中国健康心理学杂志

目的：探讨图画互动式教育联合个性化心理干预对孤独症谱系障碍（ASD）患儿心理行为及社交功能的影响。方法：选取2022年1月—2025年3月在某院就诊的100例ASD患儿，随机分为观察组和对照组，每组50例。对照组采用常规康复训练，观察组在常规康复训练基础上实施图画互动式教育联合个性化心理干预，干预周期为3个月。分析两组患儿的基本资料；于干预前、干预后，采用儿童孤独症评定量表（CARS）、儿童焦虑性情绪障碍筛查表（SCARED）、孤独症行为评定量表（ABC）、社交反应量表（SRS）和儿童社会功能量表（SDQ）对两组患儿干预前后的心理行为及社交功能进行评估；比较两组患儿的家长满意度。结果：干预前，两组患儿CARS评分、SCARED评分、ABC评分和SRS评分、SDQ评分差异无统计学意义；干预后，两组患儿心理行为评分均降低，观察组评分低于对照组（t=-7.421,-4.036,-10.246;P<0.001），差异有统计学意义；干预后，两组患儿SRS评分均降低，SDQ评分均升高，观察组SRS评分低于对照组、SDQ评分高于对照组（t=-6.676,7.052;P<0.001），差异有统计学意义；观察组满意度高于对照组（t=4.332,P<0.05），差异有统计学意义。结论：图画互动式教育联合个性化心理干预可有效改善ASD患儿心理行为及社交功能，提高家长满意度。

Objective:To explore the influence of picture interactive education combined with personalized psychological intervention on psychological behavior and social function of children with autism spectrum disorder(ASD).Methods:A total of 100 children with ASD who visited our hospital from January 2022 to March 2025 were selected and randomly divided into the observation group and the control group,with 50 cases in each group.The control group received conventional rehabilitation training,while the observation group implemented picture interactive education combined with individualized psychological intervention on the basis of conventional rehabilitation training.The intervention period was 3 months.Analyzed the basic data of the two groups of children patients;Before and after the intervention,the Children's Autism Rating Scale(CARS),Children's Anxiety Disorder Screening Scale(SCARED),Autism Behavior Rating Scale(ABC),Social Response Scale(SRS),and Children's Social Functioning Scale(SDQ)were used to evaluate the psychological behaviors and social functions of the two groups of children before and after the intervention.Compare the satisfaction of parents of the two groups of children patients.Results:Before the intervention,there were no difference in CARS score,SCARED score,ABC score,SRS score and SDQ score between two groups of children.After the intervention,the psychological and behavioral scores of both groups of children decreased.The scores of the observation groupwere lower than those of the control group(t=-7.421,-4.036,-10.246;P<0.001).The SRS scores of both groups of children decreased,and the SDQ scores increased(P<0.05).The SRS score of the observation groupwas lower than that of the control group,and the SDQ scorewas higher than that of the control group(t=-6.676,7.052;P<0.001).The satisfaction rate of the observation groupwas higher than that of the control group(t=4.332,P<0.05).Conclusion:Picture interactive education combined with personalized psychological intervention can effectively improve the psychological behavior and social function of children with ASD,increase parents' satisfaction,and is worthy of clinical promotion and application.