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| 学龄期中度孤独症儿童基本动作技能与社会交往能力的关系及执行功能的中介作用 |
| 王强1,赵津磊2,贾舒祺1,蔡治东3,江婉婷1,刘伟志4,王兴1* |
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(1. 上海体育大学体育教育学院, 上海 200438;
2. 上海立信会计金融学院体育与健康学院, 上海 200135;
3. 苏州科技大学体育部, 苏州 215101;
4. 海军军医大学(第二军医大学)心理系基础心理学教研室, PTSD防护实验室, 上海 200433
*通信作者) |
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| 摘要: |
| 目的 探讨学龄期中度孤独症儿童基本动作技能与社会交往能力的关系，以及执行功能的中介作用和实现路径。方法 本研究为横断面设计，于2020年9月至2020年12月招募117名学龄期孤独症儿童作为被试，采用大肌肉动作发展测试（TGMD）测评基本动作技能水平，用执行功能行为评定量表（BRIEF）评估执行功能受损程度，用社交反应量表第2版（SRS-2）评估社交障碍情况。采用Pearson相关分析探讨各指标间的相互关系，应用结构方程模型探讨路径关系。结果 学龄期孤独症儿童基本动作技能水平与SRS-2得分呈负相关（r＝－0.312，P＜0.001），基本动作技能水平与BRIEF的抑制（r＝－0.336，P＜0.001）、转换（r＝－0.325，P＜0.001）、情感控制（r＝－0.338，P＜0.001）、任务启动（r＝－0.240，P＝0.009）、工作记忆（r＝－0.278，P＝0.002）、计划（r＝－0.224，P＝0.015）因子得分呈负相关，SRS-2得分与BRIEF的抑制（r＝0.378，P＜0.001）、转换（r＝0.299，P＝0.001）、情感控制（r＝0.417，P＜0.001）、任务启动（r＝0.246，P＝0.007）、工作记忆（r＝0.409，P＜0.001）、监控（r＝0.258，P＝0.005）因子得分呈正相关。执行功能在基本动作技能与社会交往能力之间起完全中介作用（B＝－1.912，95% CI －3.116～－1.069）。结论 在学龄期中度孤独症儿童中，执行功能与社会交往能力随基本动作技能水平发生正向改变；基本动作技能可以通过执行功能的中介作用对社会交往能力产生影响，其中抑制和情感控制是重要实现路径。 |
| 关键词: 基本动作技能 社会交往能力 执行功能 孤独症 |
| DOI：10.16781/j.CN31-2187/R.20230642 |
| 投稿时间：2023-11-20修订日期：2024-03-18 |
| 基金项目:上海市重点实验室项目（11DZ2261100）. |
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| Relationship between basic motor skills and social interaction ability in school-age children with moderate autism and mediating role of executive function |
| WANG Qiang1,ZHAO Jinlei2,JIA Shuqi1,CAI Zhidong3,JIANG Wanting1,LIU Weizhi4,WANG Xing1* |
(1. School of Physical Education, Shanghai University of Sport, Shanghai 200438, China;
2. School of Sports and Health, Shanghai Lixin University of Accounting and Finance, Shanghai 200135, China;
3. Department of Sports, Suzhou University of Science and Technology, Suzhou 215101, Jiangsu, China;
4. Department of Basic Psychology, Lab for Post-Traumatic Stress Disorder, Faculty of Psychology, Naval Medical University (Second Military Medical University), Shanghai 200433, China
*Corresponding author) |
| Abstract: |
| Objective To explore the relationship between basic motor skills and social interaction ability in school-age children with moderate autism, and the mediating role of executive function and the realization path. Methods A cross-sectional design was used to investigate 117 school-age children with autism from Sep. to Dec. 2020. The level of basic motor skills was assessed by the test of gross motor development (TGMD), the impairment of executive function was assessed by the behavior rating inventory of executive function (BRIEF), and the social disorder was assessed by the social responsive scale-second edition (SRS-2). Pearson correlation analysis was used to explore the interrelationship, and structural equation modeling was applied to explore the path relationship. Results There was a significant negative correlation between the level of basic motor skills and SRS-2 scores (r＝－0.312, P＜0.001). There were significant negative correlations between the level of basic motor skills and the BRIEF scores of inhibition (r＝－0.336, P＜0.001), switching (r＝－0.325, P＜0.001), affective control (r＝－0.338, P＜0.001), task initiation (r＝－0.240, P＝0.009), working memory (r＝－0.278, P＝0.002), and planning (r＝－0.224, P＝0.015). The SRS-2 score was positively correlated with the BRIEF scores of inhibition (r＝0.378, P＜0.001), switching (r＝0.299, P＝0.001), affective control (r＝0.417, P＜0.001), task initiation (r＝0.246, P＝0.007), working memory (r＝0.409, P＜0.001), and monitoring (r＝0.258, P＝0.005). Executive function played a complete intermediary role between basic motor skills and social interaction ability (B＝－1.912, 95% confidence interval: －3.116 to －1.069). Conclusion In school-age children with moderate autism, executive function and social interaction ability change positively with the level of basic motor skills. Basic motor skills can affect social interaction ability through the mediating role of executive function, and inhibition and affective control are important pathways to achieve this. |
| Key words: basic motor skills ability of social interaction executive function autism |
