《中国康复理论与实践》

《中国康复理论与实践》 ›› 2023, Vol. 29 ›› Issue (9): 1021-1028.doi: 10.3969/j.issn.1006-9771.2023.09.004

• 专题 心理与行为康复 • 上一篇    下一篇

特殊教育学校孤独症谱系障碍儿童参与适应性瑜伽活动的心理与行为效益的系统综述

魏晓微1,2,3, 杨剑2,3(), 魏春艳4   

  1. 1.贵州师范大学体育学院，贵州贵阳市 550001
    2.华东师范大学体育与健康学院，上海市 200241
    3.华东师范大学青少年健康评价与运动干预教育部重点实验室，上海市 200241
    4.大连电子学校，辽宁大连市 116000
  • 收稿日期:2023-08-25 修回日期:2023-09-06 出版日期:2023-09-25 发布日期:2023-10-26
  • 通讯作者: 杨剑 E-mail:yangjianxz@sina.com
  • 作者简介:魏晓微(1983-)，女，汉族，吉林吉林市人，博士，副教授，硕士研究生导师，主要研究方向：体育与健康促进、适应体育、残疾人体育。
  • 基金资助:
    1.贵州省教育规划课题(2022B08);2.教育部人文社科研究项目(22YJA890032)

Psychological and behavioral benefits of adapted yoga exercise for children with autism spectrum disorder in special education schools: a systematic review

WEI Xiaowei1,2,3, YANG Jian2,3(), WEI Chunyan4   

  1. 1. College of Physical Education, Guizhou Normal University, Guiyang, Guizhou 550001, China
    2. College of Physical Education and Health, East China Normal University, Shanghai 200241, China
    3. Key Laboratory of Adolescent Health Assessment and Exercise Intervention of Ministry of Education, East China Normal University, Shanghai 200241, China
    4. Dalian Electronic School, Dalian, Liaoning 116000, China
  • Received:2023-08-25 Revised:2023-09-06 Published:2023-09-25 Online:2023-10-26
  • Contact: YANG Jian E-mail:yangjianxz@sina.com
  • Supported by:
    Guizhou Provincial Education Planning Project(2022B08);Humanities and Social Sciences Research Program, Ministry of Education(22YJA890032)

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摘要：

目的 采用《国际功能、残疾和健康分类》(ICF)的理论与方法体系，系统综述特殊教育学校中孤独症谱系障碍(ASD)儿童参与适应性瑜伽活动的心理与行为健康效益。

方法 在PubMed、Embase、Web of Science、EBSCO和中国知网数据库中，检索2010年1月至2023年7月公开发表的、与特殊教育学校ASD学生参与瑜伽活动的心理与行为健康效益相关的随机对照试验(RCT)，并进行系统综述。

结果 纳入7篇文献，来自美国、印度和澳大利亚，主要发表于ASD、运动康复、健康心理学相关的学术期刊，发表时间集中在2018年之后。研究对象为在校ASD儿童，共207例，年龄5~15岁。适应性瑜珈活动以曼陀罗式瑜伽以及传统瑜伽活动为主，练习调整呼吸、单独姿势以及同伴姿势和放松，还可加入游戏等内容。适应性瑜伽活动纳入特殊教育学校体育健康课程后，对ASD儿童心理及行为健康的效益主要体现在如下方面：认知领域，显著改善反应时、注意力功能以及执行功能中的工作记忆、任务监控、计划/组织功能；情绪发展和控制领域，增强ASD学生的情绪和情感表达能力，增强对他人的同理心，提升情绪控制意识，降低焦虑状态，显著降低社会性情绪行为方面出现的易怒状况，减少发生多动和攻击性行为的情况；社交和团队活动领域，显著改善学生的言语和交流能力，显著提升社交技能，增进团队合作；心理运动领域，提高总体运动和模仿技能，增加运动相关健康行为并且减少久坐行为。瑜伽活动还能缓解睡眠问题。干预方案主要为：每次12~60 min，每周1~6次，持续8~45周。

结论 特殊教育学校情境下适应性瑜伽活动的健康效益主要表现在改善ASD 儿童的心理健康、运动功能和社交功能。

关键词: 孤独症谱系障碍, 瑜伽, 特殊教育学校, 心理健康, 系统综述

Abstract:

Objective The psychological and behavioral health benefits participating in yoga activities for children with autism spectrum disorder (ASD) in special education schools were reviewed using the theory and methodology of the International Classification of Functioning, Disability and Health (ICF).

Methods The literature on benefits of yoga in psychological and behavioral health for students with ASD from special education schools participating in yoga activities was searched from PubMed, Embase, Web of Science and CNKI, from January, 2010 to July, 2023, and a systematic review was conducted.

Results Seven papers from USA, India and Australia were included, mainly from the journals related to autism, sports therapy, and health psychology, published after 2018. The study design was all randomized controlled trials, featuring a total of 207 children with ASD aged five to 15 years. Adopted yoga interventions mainly included Mandala yoga postures, traditional yoga (breathing, posture, partner posture and relaxation) activities, etc. These simple yoga activities were incorporated into the physical health curriculum of special education schools. The benefits of yoga on psychological and behavioral health of students with ASD were mainly reflected in the following aspects: in the field of cognition, it significantly improved working memory, task monitoring, planning/organization and other aspects in reactive joint attention function and executive function; in the field of emotional development and control, it enhanced the ability of emotions/expressing emotions, empathy for others, and awareness of emotional control, and reduced in anxiety states, irritability that occurred in social, emotional, behavioral aspects, and hyperactivity and aggressive behavior; in the field of social and team activities, it improved speech/communication skills, social skills, and teamwork; in the field of psychomotor, it improved overall motor and imitation skills, exercise-related health behaviors, and sedentary behaviors. Yoga activities also relieved sleep problems. The frequency of intervention ranged from twelve to 60 minutes, one to six times a week for eight to 45 weeks.

Conclusion In the context of special education schools, the health benefits of adapted yoga activities are primarily reflected in improving the psychological health, motor function, and social skills of children with ASD.

Key words: autism spectrum disorder, yoga, special education schools, mental health, systematic review

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