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背景针对澳大利亚乡村患孤独症儿童的父母所提供的6次课程项目进行描述和评价。项目旨在改善父母对孤独症的了解、提高他们照顾孤独症孩子的信心并减轻焦虑。设计干预前和干预后完成自评问卷。场所维多利亚乡村某大型城镇早期干预中心。参试者2～6岁学龄前、孤独症儿童的98位父母(或亲属)。干预每个项目包括6个晚间课程,课程内容多样。6年间共开展10个项目。结果将课程前后父母反应(n=92)数据进行配对样本t检验,结果表明,课程后父母对孤独症和自己孩子的理解程度显著提升(P<0.001);对孤独症的交流、感知觉、社会、学习和行为特性的理解程度明显提升(P<0.001)。同时表明,父母的信心明显增强,焦虑情绪水平明显减低(P<0.001)。定性数据说明,父母对学习孤独症的一般特性及感知觉加工过程很感兴趣,并且孤独感减弱。结论长达6周的项目成功地达到了预期目标。父母的反馈说明,规律的、间歇性的父母教育课程将强化项目的效果。
Background Description and evaluation of 6 course items provided by parents of children with autism in rural Australia. The project aims to improve parents’ understanding of autism and increase their confidence in and anxiety in caring for autistic children. Design self-assessment questionnaire before and after intervention. Place A large town early intervention center in the Victorian countryside. Participants 98 preschool children (or relatives) of preschool children aged 2-6 years with autism. Interventions Each project includes 6 evening classes with a varied curriculum. A total of 10 projects in six years. Results The paired sample t-test of parents ’responses (n = 92) before and after the course showed that parents’ understanding of autism and their children significantly increased after the course (P <0.001), and that the communication, perception, The understanding of social, learning and behavioral characteristics improved significantly (P <0.001). At the same time, it showed that the confidence of parents increased significantly and the level of anxiety was significantly reduced (P <0.001). Qualitative data show that parents are very interested in the general characteristics of learning autism and the process of perceptual perception, and loneliness is weakened. Conclusion Up to 6 weeks of projects successfully achieved their desired goals. Parents’ feedback shows that regular, intermittent parental education programs will enhance the effectiveness of the project.