早期介入丹佛模式基础上联合神经反馈训练对孤独症谱系障碍儿童效果的随机对照试验

doi:10.3969/j.issn.1006-9771.2024.08.006

Abstract

Abstract:

Objective To analyze the effect of neurofeedback training based on early start Denver model (ESDM) on children with autism spectrum disorder (ASD).

Methods From August, 2020 to May, 2024, a total of 60 children with ASD from Hangzhou Children's Hospital were randomly divided into control group (n= 30) and observation group (n= 30). The control group received ESDM intervention, while the observation group received neurofeedback training in addition, for six months. They were assessed with Autism Treatment Evaluation Checklist (ATEC) and Psycho-Educational Profile-3rd Edition (PEP-3).

Results After treatment, the score of ATEC was lower in the observation group than in the control group (t= 3.545, P < 0.05), the scores of cognition (t= 2.236, P = 0.029), emotional expression (t= 2.293, P = 0.025) and problem behavior (Z= 2.099, P = 0.036) were higher in the observation group than in the control group. The score differences of ATEC (Z= 3.620, P < 0.001), and cognition (Z= 2.920，P < 0.05) and problem behaviors (Z= 4.209, P < 0.05) of PEP-3 before and after intervention were higher in the observation group than in the control group.

Conclusions Combination of neurofeedback training could improve the effect of ESDM on ASD.

Key words: autism spectrum disorder, children, neurofeedback training, early start Denver model, randomized controlled trial

CLC Number:

R749.93

LÜ Qianqian, WANG Mengmeng, WU Yiling, YANG Xiaozhen, MA Lingling, ZHAO Yaping, XIAO Yao, SANG Gao. Effect of neurofeedback training based on early start Denver model on children with autism spectrum disorder: a randomized controlled trial[J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(8): 914-921.

Figures/Tables 5

Table 1

Table 2

Table 3

Table 4

Mann-Witney U test for scores of PEP-3 between two groups pre- and post-treatment"

项目	组别	n	测试	M(Q_L, Q_U)	Z值	P值
语言表达	对照组	30	前测	18.00(10.25, 22.00)	1.169	0.242
		30	后测	21.00(13.00, 25.75)
	观察组	30	前测	21.50(4.00, 28.75)	1.539	0.124
		30	后测	24.50(10.00, 32.75)
	治疗前两组比较				0.583	0.559
	治疗后两组比较				0.754	0.450
语言理解	对照组	30	前测	23.00(16.25, 27.75)	1.753	0.080
		30	后测	27.50(22.50, 31.75)
	观察组	30	前测	26.00(13.25, 30.00)	2.288	0.022
		30	后测	31.50(20.50, 36.00)
	治疗前两组比较				0.754	0.450
	治疗后两组比较				1.323	0.185
小肌肉	对照组	30	前测	28.50 (22.25, 33.00)	2.455	0.014
		30	后测	33.00(31.00, 37.00)
	观察组	30	前测	30.00 (22.00, 35.75)	2.046	0.041
		30	后测	35.50(28.50, 38.75)
	治疗前两组比较				0.651	0.515
	治疗后两组比较				0.549	0.583
大肌肉	对照组	30	前测	23.00(22.00, 26.00)	2.996	0.003
		30	后测	28.00(24.25, 28.00)
	观察组	30	前测	25.00(22.00, 29.00)	2.350	0.019
		30	后测	29.00(26.50, 30.00)
	治疗前两组比较				1.084	0.278
	治疗后两组比较				1.954	0.051
模仿	对照组	30	前测	14.50(8.25, 17.00)	2.627	0.009
		30	后测	18.00 (14.00, 19.00)
	观察组	30	前测	16.00(12.00, 18.00)	3.242	0.001
		30	后测	19.00(16.00, 20.00)
	治疗前两组比较				1.174	0.240
	治疗后两组比较				1.288	0.198
行为特征-非语言	对照组	30	前测	20.00(17.25, 24.00)	1.558	0.119
		30	后测	23.00(20.00, 26.00)
	观察组	30	前测	23.00(18.00, 27.00)	1.838	0.066
		30	后测	25.00(21.25, 27.75)
	治疗前两组比较				1.141	0.254
	治疗后两组比较				1.624	0.104
行为特征-语言	对照组	30	前测	7.50(3.00, 12.75)	1.869	0.067
		30	后测	11.50(8.00, 14.75)
	观察组	30	前测	11.00(3.00, 15.00)	1.663	0.096
		30	后测	15.00(6.00, 18.00)
	治疗前两组比较				1.163	0.248
	治疗后两组比较				1.148	0.251
问题行为	对照组	30	前测	9.00 (6.25, 10.75)	1.310	0.190
		30	后测	10.00(7.50, 11.75)
	观察组	30	前测	9.00(6.25, 10.00)	2.651	0.008
		30	后测	12.00(10.00, 15.00)
	治疗前两组比较				0.476	0.634
	治疗后两组比较				2.099	0.036
个人自理	对照组	30	前测	16.00(13.00, 20.75)	1.342	0.180
		30	后测	19.00(15.00, 21.00)
	观察组	30	前测	17.00(14.00, 20.00)	1.266	0.211
		30	后测	18.50(15.00, 22.00)
	治疗前两组比较				0.533	0.594
	治疗后两组比较				0.267	0.790
适应行为	对照组	30	前测	18.00(14.25, 22.75)	0.912	0.362
		30	后测	19.00 (15.50, 24.00)
	观察组	30	前测	17.00(15.25, 20.00)	1.033	0.306
		30	后测	18.00 (15.25, 23.50)
	治疗前两组比较				0.267	0.790
	治疗后两组比较				-0.379	0.705

Table 4

Table 5

References 42

[1]	中华医学会儿科学分会发育行为学组, 中国医师协会儿科分会儿童保健学组中华医学会儿科学分会发育行为学组. 中国低龄孤独症谱系障碍患儿家庭干预专家共识[J]. 中华儿科杂志, 2022, 60(5): 395-400.
	Subspecialty Group of Developmental and Behavioral Pediatrics, the Society of Pediatrics, Chinese Medical Association; Subspecialty Group of Child Health Care, the Society of Pediatrics, Chinese Medical Doctor Association. Expert consensus on family intervention for young children with autism spectrum disorder in China[J]. Zhonghua Er Ke Za Zhi, 2022, 60(5): 395-400.
[2]	HWANG J W, LEE J S. Korean clinical guideline for autism spectrum disorder: clinical features, course, epidemiology, and cause[J]. J Child Adolescent Psychiatr, 2024, 35(1): 8-14.
[3]	ZHOU H, XU X, YAN W, et al. Prevalence of autism spectrum disorder in China: a nationwide multi-center population-based study among children aged 6 to 12 years[J]. Neurosci Bull, 2020, 36(9): 961-971. doi: 10.1007/s12264-020-00530-6 pmid: 32607739
[4]	DAI Y, LIU Y, ZHANG L, et al. Shanghai autism early development: an integrative Chinese ASD cohort[J]. Neurosci Bull, 2022(38): 1603-1607.
[5]	王石换, 邹小兵, 邹园园, 等. 早期介入丹佛模式对孤独症谱系障碍婴幼儿的疗效分析[J]. 中国儿童保健杂志, 2021, 29(12): 1300-1303, 1312. doi: 10.11852/zgetbjzz2021-1382
	WANG S H, ZOU X B, ZOU Y Y, et al. Effect of early start Denver model on toddlers with autism spectrum disorder[J]. Chin J Child Health Care, 2021, 29(12): 1300-1303, 1312.
[6]	王亚鹏. 神经反馈训练及其在孤独症儿童中的应用[J]. 教育生物学杂志, 2022, 10(2): 148-154.
	WANG Y P. Neurofeedback training and its application to children with autism spectrum disorder[J]. J Biol Educ, 2022, 10(2): 148-154.
[7]	American Psychiatric Association. Diagnostic and statistical manual of mental disorders[M]. 5th ed. Washington, D.C.: American Psychiatric Association, 2013.
[8]	BAPAT R S. The early start Denver model for young children with autism: promoting language, learning and engagement[J]. Infant Child Dev, 2011, 20(3): 351.
[9]	SCHOPLER E, REICHLER R J, DEVELLIS R F, et al. Toward objective classification of childhood autism: Childhood Autism Rating Scale (CARS)[J]. J Autism Dev Disord, 1980, 10(1): 91-103. doi: 10.1007/BF02408436 pmid: 6927682
[10]	卢建平, 杨志伟, 舒明耀, 等. 儿童孤独症量表评定的信度、效度分析[J]. 中国现代医学杂志, 2004, 14(13): 119-121, 123.
	LU J P, YANG Z W, SHU M Y, et al. Reliability, validity analysis of the Childhood Autism Rating Scale[J]. Chin J Modern Med, 2004, 14(13): 119-121, 123.
[11]	刘萍, 及翔, 王林平, 等. 治疗性聆听对孤独症谱系障碍儿童社会交往功能的疗效[J]. 中国康复理论与实践, 2024, 30(3): 362-367. doi: 10.3969/j.issn.1006-9771.2024.03.015
	LIU P, JI X, WANG L P, et al. Effect of therapeutic listening on social interaction function in children with autism spectrum disorder[J]. Chin J Rehabil Theory Pract, 2024, 30(3): 362-367.
[12]	RIMLAND B, EDELSON S. Autism Treatment Evaluation Checklist: statistical analyses[EB/OL]. (2000-05-07). http://www.autism.org/autism-treatment-evaluation-checklist/ .
[13]	方慧, 任艳玲, 李春燕, 等. 孤独症治疗评定量表中文版的信度和效度检验[J]. 四川精神卫生, 2019, 32(6): 518-522.
	FANG H, REN Y L, LI C Y, et al. Reliability and validity of the Chinese version of Autism Treatment Evaluation Checklist[J]. Sichuan Mental Health, 2019, 32(6): 518-522.
[14]	SHEK D T L, YU L. Construct validity of the Chinese Version of the Psycho-Educational Profile-3rd Edition (CPEP-3)[J]. J Autism Dev Disord, 2014, 44(11): 2832-2843. doi: 10.1007/s10803-014-2143-5 pmid: 24838124
[15]	耿立蒙, 刘聪聪, 李玲, 等. 运用心理教育量表(第3版)评估孤独症谱系障碍儿童心理行为特征[J]. 中国康复理论与实践, 2023, 29(9): 1035-1039. doi: 10.3969/j.issn.1006-9771.2023.09.006
	GENG L M, LIU C C, LI L, et al. Psychological and behavioral characteristics of children with autism spectrum disorder using Psycho-educational Profile (Third Edition)[J]. Chin J Rehabil Theory Pract, 2023, 29(9): 1035-1039.
[16]	王石换, 邓红珠, 陈凯云, 等. 基于儿童心理教育评估第3版的孤独症谱系障碍儿童认知功能与行为特征的性别差异研究[J]. 中国儿童保健杂志, 2016, 24(3): 245-248. doi: 10.11852/zgetbjzz2016-24-03-07
	WANG S H, DENG H Z, CHEN K Y, et al. Sex difference of cognitive and behavioral characteristics in children with autism spectrum disorders based on Psycho-Educational Profile-3rd Edition[J]. Chin J Child Health Care, 2016, 24(3): 245-248.
[17]	王瑶, 李小俚, 欧阳高翔, 等. 孤独症脑调控康复与效果评估研究[J]. 北京师范大学学报(自然科学版), 2016, 52(6): 773-780.
	WANG Y, LI X L, OUYANG G X, et al. Neurorehabilitation of ASD and its evaluation[J]. J Beijing Normal Univ (Natural Sci), 2016, 52(6): 773-780.
[18]	黄思璐, 冯朋雅, 李恩耀. 经颅直流电刺激对孤独症谱系障碍儿童认知功能的影响[J]. 河南医学研究, 2023, 32(4): 608-612.
	HUANG S L, FENG P Y, LI E Y. Effect of transcranial direct stimulation on cognitive function in chidren with autism spectrum disorder[J]. Henan Med Res, 2023, 32(4): 608-612.
[19]	PINEDA J A, BRANG D, HECHT E, et al. Positive behavioral and electrophysiological changes following neurofeedback training in children with autism[J]. Res Autism Spectrum Disord, 2008, 2(3): 557-581.
[20]	LAMARCA K, GEVIRTZ R, LINCOLN A J, et al. Facilitating neurofeedback in children with autism and intellectual impairments using TAGteach[J]. J Autism Dev Disord, 2018, 48(6): 2090-2100. doi: 10.1007/s10803-018-3466-4 pmid: 29380270
[21]	DATKO M, PINEDA J A, MÜLLER R. Positive effects of neurofeedback on autism symptoms correlate with brain activation during imitation and observation[J]. Eur J Neurosci, 2018, 47(6): 579-591. doi: 10.1111/ejn.13551 pmid: 28245068
[22]	LAMARCA K, GEVIRTZ R, LINCOLN A J, et al. Brain-computer interface training of mu EEG rhythms in intellectually impaired children with autism: a feasibility case series[J]. Appl Psychophysiol Biofeedback, 2023, 48(2): 229-245.
[23]	HEINRICH H, GEVENSLEBEN H, STREHL U. Annotation: neurofeedback-train your brain to train behaviour[J]. J Child Psychol Psychiatry, 2007, 48(1): 3-16.
[24]	EMMERT K, KOPEL R, SULZER J, et al. Meta-analysis of real-time fMRI neurofeedback studies using individual participant data: How is brain regulation mediated?[J]. NeuroImage, 2016(124): 806-812.
[25]	HAN Y M Y, CHAN M M Y, SHEA C K S, et al. Neurophysiological and behavioral effects of multisession prefrontal tDCS and concurrent cognitive remediation training in patients with autism spectrum disorder (ASD): a double-blind, randomized controlled fNIRS study[J]. Brain Stimul, 2022, 15(2): 414-425. doi: 10.1016/j.brs.2022.02.004 pmid: 35181532
[26]	ARUTIUNIAN V, DAVYDOVA E, PEREVERZEVA D, et al. Reduced grey matter volume of amygdala and hippocampus is associated with the severity of autistic symptoms and language abilities in school-aged children with autism spectrum disorder: an exploratory study[J]. Brain Structure Function, 2023, 228(6): 1573-1579.
[27]	RIESCO-MATÍAS P, YELA-BERNABÉ J R, CREGO A, et al. What do meta-analyses have to say about the efficacy of neurofeedback applied to children with ADHD? Review of previous meta-analyses and a new meta-analysis[J]. J Attention Disord, 2021, 25(4): 473-485.
[28]	SAIF M G M, SUSHKOVA L. Clinical efficacy of neurofeedback protocols in treatment of attention deficit/hyperactivity disorder (ADHD): a systematic review[J]. Psychiatry Res Neuroimaging, 2023, 335: 111723.
[29]	GENOVESE A, BUTLER M G. The autism spectrum: behavioral, psychiatric and genetic associations[J]. Genes, 2023, 14(3): 677.
[30]	NISAR S, HARIS M. Neuroimaging genetics approaches to identify new biomarkers for the early diagnosis of autism spectrum disorder[J]. Mol Psychiatry, 2023, 28(12): 4995-5008.
[31]	钟雪, 黄灿灿, 于晓蝶, 等. 自闭症儿童静息态脑功能局部一致性ALE元分析[J]. 中国特殊教育, 2023(8): 32-40.
	ZHONG X, HUANG C C, YU X D, et al. Regional homogeneity of resting-state brain function in children with autism spectrum disorder: a meta-analysis of activation likelihood estimation[J]. Chin J Special Educ, 2023(8): 32-40.
[32]	JARUSIEWICZ B. Efficacy of neurofeedback for children in the autistic spectrum: a pilot study[J]. J Neurotherapy, 2002, 6(4): 39-49.
[33]	SALEEM S, HABIB S H. Neurofeedback recuperates cognitive functions in children with autism spectrum disorders (ASD)[J]. J Autism Dev Disord, 2024, 54(8): 2891-2901.
[34]	张哲, 董献文, 徐成铭, 等. 近10年脑电图应用于孤独症谱系障碍领域研究的文献计量分析[J]. 中国康复理论与实践, 2024, 30(6): 693-700. doi: 10.3969/j.issn.1006-9771.2024.06.009
	ZHANG Z, DONG X W, XU C M, et al. Electroencephalography applied in autism spectrum disorder research in decade: a bibliometrics analysis[J]. Chin J Rehabil Theory Pract, 2024, 30(6): 693-700.
[35]	BERNIER R, DAWSON G, WEBB S, et al. EEG mu rhythm and imitation impairments in individuals with autism spectrum disorder[J]. Brain Cogn, 2007, 64(3): 228-237.
[36]	STRANG C C, HARRIS A, MOODY E J, et al. Peak frequency of the sensorimotor mu rhythm varies with autism-spectrum traits[J]. Front Neurosci, 2022, 16: 950539.
[37]	BERNIER R, AARONSON B, MCPARTLAND J. The role of imitation in the observed heterogeneity in EEG mu rhythm in autism and typical development[J]. Brain Cogn, 2013, 82(1): 69-75.
[38]	FRIEDRICH E V C, SUTTIE N, SIVANATHAN A, et al. Brain-computer interface game applications for combined neurofeedback and biofeedback treatment for children on the autism spectrum[J]. Front Neuroeng, 2014, 7: 21. doi: 10.3389/fneng.2014.00021 pmid: 25071545
[39]	PINEDA J A, CARRASCO K, DATKO M, et al. Neurofeedback training produces normalization in behavioural and electrophysiological measures of high-functioning autism[J]. Philos Trans R Soc Lond B Biol Sci, 2014, 369(1644): 20130183.
[40]	KONICAR L, RADEV S, PRILLINGER K, et al. Volitional modification of brain activity in adolescents with autism spectrum disorder: a Bayesian analysis of slow cortical potential neurofeedback[J]. Neuroimage Clin, 2021, 29: 102557.
[41]	PEREIRA J A, SEPULVEDA P, RANA M, et al. Self-regulation of the fusiform face area in autism spectrum: a feasibility study with real-time fMRI neurofeedback[J]. Front Human Neurosci, 2019, 13: 446.
[42]	DIREITO B, MOUGA S, SAYAL A, et al. Training the social brain: clinical and neural effects of an 8-week real-time functional magnetic resonance imaging neurofeedback phase IIa clinical trial in autism[J]. Autism, 2021, 25(6): 1746-1760.

组别	n	性别(男/女)/n	年龄/月	CARS-2
对照组	30	24/6	54.53±17.43	35.50(33.00, 43.75)
观察组	30	23/7	53.37±17.08	36.50(32.25, 44.00)
χ²/t/Z值		0.098^a	0.260^b	0.243^c
P值		0.754	0.796	0.807

组别	n	测试	$\bar{x}\pm s$	t值	P值
对照组	30	前测	91.33±18.63	1.688	0.097
		后测	83.53±17.12
观察组	30	前测	82.17±20.37	2.952	0.005
		后测	67.70±17.48
治疗前两组均值差			9.17±5.04	1.819	0.074
治疗后两组均值差			15.83±4.47	3.545	< 0.001

项目	组别	n	测试	$\bar{x}\pm s$	t值	P值
认知	对照组	30	前测	34.17±16.27	1.996	0.051
		30	后测	42.10±14.46
	观察组	30	前测	38.83±16.33	2.953	0.005
		30	后测	49.83±12.23
	治疗前两组均值差			4.67±4.21	1.414	0.163
	治疗后两组均值差			7.73±3.46	2.236	0.029
情感表达	对照组	30	前测	12.33±2.88	2.554	0.013
		30	后测	14.27±2.98
	观察组	30	前测	13.53±2.30	3.906	< 0.001
		30	后测	15.83±2.26
	治疗前两组均值差			1.20±0.67	1.783	0.080
	治疗后两组均值差			1.57±0.68	2.293	0.025
社交互动	对照组	30	前测	11.10±3.95	1.985	0.052
		30	后测	13.20±4.24
	观察组	30	前测	13.10±4.35	1.608	0.113
		30	后测	14.83±3.99
	治疗前两组均值差			2.00±1.07	1.864	0.067
	治疗后两组均值差			1.63±1.06	1.537	0.130

项目	对照组(n = 30)	观察组(n = 30)	Z值	P值
ATEC评分	3.00 (2.00, 6.00)	12.00 (6.00, 21.50)	3.620	< 0.001
PEP-3评分
认知	5.00 (2.25, 11.75)	9.00 (7.25, 13.75)	2.920	0.004
语言表达	3.50 (2.00, 4.00)	4.00 (2.25, 5.75)	1.437	0.151
语言理解	3.50 (1.25, 5.75)	5.50 (3.25, 7.00)	1.718	0.085
小肌肉	4.00 (1.25, 8.00)	3.50 (2.00, 5.75)	0.712	0.480
大肌肉	3.00 (1.00, 5.00)	2.00 (0.00, 5.75)	0.592	0.554
模仿	3.00 (2.00, 4.00)	2.00 (2.00, 4.00)	0.473	0.636
情感表达	2.00 (1.25, 2.00)	2.00 (1.25, 3.00)	0.997	0.319
社交互动	2.00 (1.00, 3.00)	2.00 (1.00, 2.00)	0.804	0.421
行为特征-非语言	1.00 (1.00, 3.00)	2.00 (1.00, 4.00)	0.580	0.562
行为特征-语言	2.00 (0.25, 2.75)	2.50 (1.00, 3.75)	0.931	0.352
问题行为	0.00 (0.00, 2.00)	2.00 (2.00, 4.00)	4.209	< 0.001
个人自理	1.00 (0.00, 3.75)	1.00 (1.00, 2.00)	0.319	0.750
适应行为	0.00 (0.00, 2.00)	1.00 (0.00, 2.00)	0.114	0.913

Effect of neurofeedback training based on early start Denver model on children with autism spectrum disorder: a randomized controlled trial

RichHTML

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 5

References 42

Related Articles 15

Metrics

Comments

Recommended 0

[1]	HAN Xuling, ZHAO Hang, SUN Mudi, ZHAO Meiping, WANG Yanxia, LIU Min, QU Lu, LIU Qiaoyun. Characteristics of response to joint attention under diverse guiding behaviors in preschoolers with moderate to severe autism spectrum disorder [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(8): 882-887.
[2]	YANG Yuran, WANG Qian, CHEN Cuicui, DU Xiaoxin. Effect of different interventions on joint attention in children aged three to six years with mild to moderate autism spectrum disorder [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(8): 888-893.
[3]	ZHOU Jing, ZHANG Xiaoxiao, DING Zhongbing, CHEN Jianchao, WEI Xingxing, LIN Shuqi. Effect of speech and language rehabilitation on children with intellectual and developmental disabilities: a systematic review [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(8): 894-902.
[4]	NIU Maolin, ZHAO Tan, LIU Xiaoli, GUO Feng. Effect of online and offline high definition transcranial direct current stimulation on finger motor skill learning in healthy adults: a randomized controlled trial [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(8): 957-964.
[5]	YU Tingting, CAI Fuliang, MIAO Guihua, GU Chen, PENG Yuan. Effect of structured therapy and education based on personal strength on ischemic stroke: a randomized controlled trial [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(8): 965-971.
[6]	LIANG Tianjia, LONG Yaobin, LU Liyan, ZHOU Jinying, HUANG Fucai, HUANG Linpeng, WU Yingchao, LONG Yaoxiang, WEI Xiaocui, LIU Zhong. Effect of rope-assisted proprioceptive neuromuscular facilitation combined with rope-assisted brain-computer interface training on upper limb function in stroke patients with hemiplegia: a randomized controlled trial [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(8): 972-978.
[7]	ZHOU Jing, YI Ling, CHEN Jianchao, CHEN Xuefen, WEI Xingxing, CHEN Jingjing. Speech and language rehabilitation services for children with hearing impairment based on ICF: theoretical framework and service system [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(7): 745-751.
[8]	FENG Lei, LÜ Jun, WANG Xiaoqian, ZHENG Hongying, SHAO Ping, WANG Anni, SUN Mei, CHEN Gang. Competency and professional activities for Chinese pediatric rehabilitation therapists based on World Health Organization rehabilitation competency framework [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(7): 752-759.
[9]	YANG Jiakun, ZHANG Xiaoxia. Effect of adapted physical activity on functioning, activity and participation in children with intellectual and developmental disabilities: a systematic review [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(7): 768-777.
[10]	HE Aiqun, LI Jingbo, HE Maoli, YE Simei, SONG Qiushuang, LIU Haiou, XIE Youshu. Effect of occupational skills relearning on hemiplegic arm function after stroke: a randomized controlled trial [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(7): 823-830.
[11]	CHEN Chen, MENG Zhaoxiang, YANG Kang, ZHANG Minjie, ZUO Ya'nan, WANG Kui, ZHANG Xibin, QUAN Yifeng, JIN Xing. Effect of intelligent mirror glove task-oriented training combined with low-frequency repetitive transcranial magnetic stimulation on hand function in patients with stroke: a randomized controlled trial [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(7): 831-838.
[12]	DAN Yuqin, SU Jianing, DING Yi, WANG Xueyan, XU Danghan, WANG Jinghua, WU Yujing, ZHANG Mengyuan, YIN Meng, LU Haifeng, YU Gongchang, LI Li. Effect of sling exercise with Tuina therapy on kinesiophobia in old patients with lumbar disc herniation: a randomized controlled trial based on concept of brain-bone axis [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(7): 861-868.
[13]	ZHANG Zhe, DONG Xianwen, XU Chengming, HU Wenjing, HE Tingli, CUI Xinxin, XU Hongyan, ZHOU Zhangying, HAN Ya'nan. Electroencephalography applied in autism spectrum disorder research in decade: a bibliometrics analysis [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(6): 693-700.
[14]	WEI Xiaowei. Effect of digital empowerment techniques on physical activity and health for children with intellectual and developmental disabilities: a systematic review [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(5): 497-504.
[15]	WANG Hongzhi, YANG Jian. Application of virtual reality technology in physical activity and health of children and adolescents with cerebral palsy: a systematic review of systematic reviews [J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(5): 505-512.