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目的分析引导式教育联合融合教育的护理方法对孤独症患儿社交能力的影响。方法 124例孤独症患儿,按护理方式不同分为对照组和观察组,每组62例。对照组行常规结构化教育护理,观察组行引导式教育联合融合教育护理,比较两组患儿社交能力及生活质量。结果观察组语言、社交、感知觉、健康行为评分分别为(23.16±11.21)、(20.16±10.23)、(21.26±9.41)、(22.16±6.47)分,均低于对照组(P<0.05);观察组躯体功能、情感职能、精神状态、总体健康评分均高于对照组(P<0.05)。结论引导式教育联合融合教育护理孤独症患儿的临床效果显著,可改善患儿社交能力,减轻社交障碍,且可提高生活质量。
Objective To analyze the influence of guided education combined with nursing education on the social skills of children with autism. Methods 124 cases of children with autism were divided into control group and observation group according to different nursing methods, with 62 cases in each group. The control group underwent routine structured education and nursing, and observation group guided education combined with integrated education and nursing. The social skills and quality of life of the two groups were compared. Results The scores of language, social, sensory perception and health behaviors in the observation group were (23.16 ± 11.21), (20.16 ± 10.23), (21.26 ± 9.41) and (22.16 ± 6.47) points lower than those in the control group (P <0.05) ; Body function, emotional function, mental state and overall health score in the observation group were higher than those in the control group (P <0.05). Conclusion Guiding education combined with co-integration of education and nursing children with autism has a significant clinical effect, can improve children’s social skills, reduce social barriers, and can improve the quality of life.