孤独症及相关障碍儿童执行功能问卷的编制及现状调查

Development and Current Status Survey of the Executive Function Questionnaire for Children with Autism Spectrum Disorder and Related Disorders

摘要: 本研究旨在编制并验证适用于孤独症及相关障碍儿童与普通儿童的执行功能问卷(Executive Function Questionnaire, EFQ)，以评估学龄期儿童的执行功能。执行功能是高级认知过程，对儿童的认知发展具有核心作用。研究采用整群抽样法，共收集了广东某特殊学校和普通小学的学生家长问卷360份。通过验证性因子分析、效标关联效度、信度、独立样本t检验、方差分析、相关分析、回归分析和潜在剖面分析等方法，对问卷的信效度进行了全面评估。结果表明，EFQ具有良好的结构效度和高内部一致性信度，能够有效地区分孤独症及相关障碍儿童与普通儿童在执行功能上的差异。此外，研究还发现孤独症及相关障碍儿童在执行功能上存在显著的潜在类别，且这些儿童的家长和教师对于提升执行功能的课程需求态度存在显著差异。本研究为特殊教育提供了有针对性的教育干预工具，有助于提高普校融合质量，促进特殊教育融合教育的发展。

Abstract: This study aimed to develop and validate the Executive Function Questionnaire (EFQ) for children with Autism Spectrum Disorder (ASD) and related disorders, as well as typically developing children, to assess executive functions in school-age children. Executive functions are high-level cognitive processes that play a central role in children’s cognitive development. The study employed a total of 360 questionnaires collected from parents of students in a special school and a regular primary school in Guangdong using cluster sampling. The reliability and validity of the questionnaire were comprehensively evaluated through confirmatory factor analysis, criterion-related validity, internal consistency, independent samples t-tests, analysis of variance, correlation analysis, regression analysis, and latent profile analysis. The results indicated that the EFQ has good structural validity and high internal consistency, effectively distinguishing between children with ASD and related disorders and typically developing children in terms of executive functions. Additionally, the study found significant latent classes in executive functions among children with ASD and related disorders, and there were significant differences in the attitudes of parents and teachers towards the need for courses to improve executive functions. This study provides targeted educational intervention tools for special education, contributing to the improvement of inclusive education quality and the development of integrated special education.