Effects of conductive education combined with integrated education by doctors and nurses in autism spectrum disorder children before video-electroencephalogram monitoring

doi:10.3877/cma.j.issn.1673-5250.2020.02.016

Objective

To explore effects of conductive education combined with integrated education by doctors and nurses on quality improvement of video-electroencephalogram (v-EEG) monitoring in autism spectrum disorder (ASD) children.

Methods

From February to May 2018, a total of 61 ASD children monitored by v-EEG at the Third People′s Hospital of Chengdu and Affiliated Hospital of Southwest Jiaotong University were admitted for this study. According to the time of v-EEG monitoring, they were divided into observation group (n=31, v-EEG monitored from April to May 2018) and control group (n=30, v-EEG monitored from February to March 2018); ASD children in observation group were intervened with conductive education combined with integrated education by doctors and nurses 30-40 min before v-EEG monitoring. ASD children in control group were intervened with conductive education combined with integrated education by social training centre 7 days before v-EEG monitoring. Scalp injury rates and completion rates of v-EEG monitoring were compared between two groups of ASD children by chi-square test. This study was approved by the Ethics Review Board of Investigation in Human Being of the hospital of cases collection (Approval No. [2018]S-28) and guardians of all children signed the clinical research informed consents.

Results

The scalp injury rate of ASD children in observation group was 22.6%, which was significantly lower than that of 53.3% in control group; while completion rate of v-EEG monitoring in observation group was 80.6%, which was much higher than that of 56.7% in control group, and the differences were statistically significant (χ²=4.011, P=0.013; χ²=1.893, P=0.043).

Conclusion

It is helpful for ASD children to be cooperated with v-EEG monitoring and finish it with conductive education combined with integrated education by doctors and nurses before v-EEG monitoring.

Key words: Child development disorders, pervasive, Communication disorders, Social adjustment, Medical staff, hospital, Electroencephalogram description technique, Conductive education, Integrated education, Child

表1 2组孤独症谱系障碍患儿一般临床资料、头皮损伤率及视频脑电图完成率比较

组别	例数	性别[例数(%)]		年龄(岁，±s)	CARS量表评分(分，±s)	头皮损伤率[例数(%)]	v-EEG完成率[例数(%)]
组别	例数	男	女	年龄(岁，±s)	CARS量表评分(分，±s)	头皮损伤率[例数(%)]	v-EEG完成率[例数(%)]
观察组	31	23(74.2)	8(25.8)	5.1±2.8	49.9±8.1	7(22.6)	25(80.6)
对照组	30	22(73.3)	8(26.7)	4.9±3.2	49.3±8.3	16(53.3)	17(56.7)
检验值	?	χ²＝0.057		t＝0.260	t＝0.223	χ²＝4.011	χ²＝1.893
P值	?	0.821		0.796	0.825	0.013	0.043

表1 2组孤独症谱系障碍患儿一般临床资料、头皮损伤率及视频脑电图完成率比较

组别	例数	性别[例数(%)]		年龄(岁，±s)	CARS量表评分(分，±s)	头皮损伤率[例数(%)]	v-EEG完成率[例数(%)]
组别	例数	男	女	年龄(岁，±s)	CARS量表评分(分，±s)	头皮损伤率[例数(%)]	v-EEG完成率[例数(%)]
观察组	31	23(74.2)	8(25.8)	5.1±2.8	49.9±8.1	7(22.6)	25(80.6)
对照组	30	22(73.3)	8(26.7)	4.9±3.2	49.3±8.3	16(53.3)	17(56.7)
检验值	?	χ²＝0.057		t＝0.260	t＝0.223	χ²＝4.011	χ²＝1.893
P值	?	0.821		0.796	0.825	0.013	0.043

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