A Study Of The Healing Effects Of Structured Teaching On Autism Children

[Objective] To explore the healing effects of the structured teaching which can alleviate the symptoms of the autisms and make them fit to live in the society in a way.[Methods] In this article 123 cases were enrolled. All the Children were randomized to join in the structured teaching (ST) training as study group ,or control group who did not accept the training. The structured teaching the study group accepted was developed by the treatment and education of autistic and related communications handicapped children (TEACCH) . The ST training lasted for 6 hours daily, 6 days a week and the whole process for 6 months. The ST training course included the individual training, collective training and mother-child interactions. When the autism children accepted the ST training their parents accompanied them all the time long. All the children that were enrolled were measured before the training, for 3 months and 6 months by independent assessors using some evaluated tools which included the autism children status questionnaire, Denver developmental screening test (DDST) , the autism behavior checklist (ABC), autism treatment evaluation checklist (ATEC), childhood autism rating scale (CARS) . When the study finished all the databases that we got were input into the computer and analyzed by SPSS13.0 .[Results]1,When the study finished two cases were lost in the study group but none in the control group. The differences between the two groups in children's status was not significant. The difference between the two groups was also not significant in the average factor score of ABC, ATEC, CARS before the training (p>0.05) . It could be seen from the result of the DDST that all the children enrolled were pervasive developmental disorder and the difference between the two groups was not significant (p>0.05 ) .2,After 3 months all the factor scores of these scales decreased in the study group. Compared with 3 months ago the differences in the motion factor of the ABC scale was significant (p<0.05) . The differences in the simulation factor and the motion factor of the CARS scale were significant too (p<0.05). The rest factor scores of these scales were also lower than before but the differences were not significant (p>0.05 ) . Now compared with the control group all the factor scores of the study group were lower than the control group, but the differences were not significant (p>0.05) . The score of the DDST increased 3 months later. Compared with the control group the difference in the big motion ability was significant (p<0.05) . The differences in the rest factors of DDST were not significant(p>0.05) .3, After 6 months the factor scores of ABC , ATEC and CARS were decreased greatly. In the ABC the differences were very significant (p<0.01) in the language factor and motion factor, and the rest were significant(p<0.05). Compared with the control group the difference in the language factor was very significant (p<0.01) and the rest were significant (p<0.05) . In the ATEC the language subscale score of the study group was lower much more than 6 months ago, and the difference was very significant (p<0.01) . The differences in the rest subscale scores of the ATEC were significantly (P<0.05). Compared with the control group the language subscale score was lower and the difference was very significant(p<0.01). The differences in the rest subscales of the ATEC scale were significant (p<0.05) . In the CARS the subscale scores of the simulation, the motion ability, the adaptability, audition reaction, language ability, activity factor were decreased greatly. Compared with before the differences of the six subscale were very significant(P<0.01) .The rest subscale scores of the CARS were also decreased comparatively, and the differences were significant (p<0.05) . Compared with the control group the subscale scores of the CARS were lower than the control group, and the differences in the simulation, the adaptability and the superficial sense were very significant (p<0.01) . The rest differences were significant (p<0.05 ) . The score of the DDST increased greatly after 6 months. Compared with the control group the difference in the language ability was very significant(p<0.01). The differences in the rest factors of DDST were significant(p<0.05 ). 4,In the control group compared with the before after 3 months and 6 months there were not significant differences in the following aspects: ABC scores, ATEC scores and CARS scores (p>0.05) .[Conclusion] The structured teaching (ST) can alleviate the autism symptoms and make them fit to live in the society. It was a healing method for the autism children.