UNASSIGNED: The research encompassed a cohort of 110 autistic students, aged 2 to 5 years, diagnosed with language disorders, all clinically determined to have autism by developmental pediatricians at a prestigious medical facility. Among these children, 95 were attending specialized schools, while 15 were situated in community settings.
UNASSIGNED: The outcomes disclosed that children across all developmental phases displayed instances of personification abuse in language disorders, showcasing noteworthy enhancements in personification abuse following emotional treatment. Significantly, the discernible disparity in personification abuse performance and emotional treatment can be linked to the simultaneous cognitive advancement of autistic students across four grade levels, with variations noted based on normative expressions.
UNASSIGNED: These findings underscore the insufficiency of solely relying on intrinsic trends to comprehend personification abuse within an emotional treatment context. The study accentuates the potential pitfalls associated with emotional treatment for language disorders and stresses the imperative need for additional research and psychiatric intervention strategies.
■这项研究涵盖了110名自闭症学生,2至5岁,被诊断为语言障碍,所有临床确定患有自闭症的发育儿科医生在一个著名的医疗机构。在这些孩子中,95人在专门学校上学,而15人位于社区环境中。
■结果显示,所有发育阶段的儿童在语言障碍中都表现出人格化滥用的情况,展示了情感治疗后人格化滥用方面值得注意的增强。重要的是,人格化虐待表现和情感治疗的明显差异可以与自闭症学生在四个年级的同时认知进步有关,根据规范表达式标注的变化。
■这些发现强调了在情感治疗背景下仅仅依靠内在趋势来理解人格化虐待的不足。该研究强调了与语言障碍的情感治疗相关的潜在陷阱,并强调迫切需要额外的研究和精神干预策略。