Evidence map›Paper›PMID 41446290›Full record

ArticleFrontiers in psychiatry2025

Effects of a nurse-led family education intervention on the daily living skills of children with autism.

Dandan Ding, Hiping Xu, Xiaoyan Du, Xiangdan Su, Lijie Huang, Xueqin Zhang, Yawen Hu, Zhaunli Wang, Xuehan Li, Jingjing Dai and 1 more

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Article in Frontiers in psychiatry, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Dandan DingDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Hiping XuDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Xiaoyan DuDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Xiangdan SuDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Lijie HuangDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Xueqin ZhangDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Yawen HuDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Zhaunli WangDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Xuehan LiDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Jingjing DaiDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Yiru ZhuDepartment of Child Development and Behavior, The Third affiliated Hospital of Zhengzhou University, Zhengzhou, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Patients with autism spectrum disorders have different degrees of daily living skills defects, which can negatively impact their ability to integrate into society. However, the provisioning of nurse-led family education interventions is often not prioritized, and whether family interventions for the parents of children with autism can impact the daily living skills of those children remains poorly understood. Objective: To investigate the effects of a nurse-led family education intervention on the daily living skills of children with autism. Methods: Convenience sampling was used to select children with autism who were hospitalized in the Department of Child Development and Behaviour at a tertiary grade hospital in Zhengzhou, Henan Province, during the period from June 2024 to March 2025. To avoid cross-group contamination, hospitalized patients in the second ward of the Department of Child Developmental Behaviour were used as the intervention group, and hospitalized patients in the first ward of the Department of Child Developmental Behaviour were used as the control group. Researchers collected data before, directly after, and 3 months after the intervention using unified guiding language. Results: Compared with those before the intervention, directly after intervention and those 3 months after the intervention, the Barthel Index (BI) and Instrumental Activities of Daily Living Scale (IADL) scores for the intervention group significantly increased, whereas the ABC score for that group significantly decreased ( Conclusions: Nurse-led family education interventions can improve the daily living skills of children with autism, improve their behavioural characteristics, and promote their effective integration into social life.

Indexed as

autismdaily living skillsfamily educationinterventionnurse-led

Identifiers

PMID41446290
PMCPMC12724467

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