目的 探讨融合团体箱庭疗法对学龄前Asperger综合征（AS）儿童的临床效果。方法 将44例学龄前AS儿童作为研究对象，随机分成试验组和对照组，每组22例。对照组采用常规训练进行干预，试验组在常规训练的基础上，接受融合团体箱庭疗法。通过社交反应量表（SRS）、情绪识别工具和沙盘主题特征的变化评定治疗6个月后的疗效。结果 干预前试验组儿童SRS总分、各因子得分以及正立、倒置、上半面孔、下半面孔的面部表情识别正确率与对照组比较差异无统计学意义（P > 0.05）。与干预前比较，干预6个月后对照组和试验组儿童SRS总分和各因子得分均较前降低（P < 0.01）；对照组除正立位外，其余位置表情识别正确率均较前增高（P < 0.05）；试验组各位置表情识别正确率均较前增高（P < 0.05）。干预后试验组儿童SRS总分与除社交知觉因子外的其余各因子得分均低于对照组（P < 0.01）；各位置表情识别正确率均高于对照组（P < 0.01）。试验组儿童干预前与干预后沙盘主题特征个数比较差异具有统计学意义（P < 0.01）。结论 融合团体箱庭疗法可有效提高学龄前AS儿童的社交反应和情绪识别能力。

Objective To study the clinical effect of integrated sandplay therapy in preschool children with Asperger syndrome (AS). Methods A total of 44 preschool children with AS were randomly divided into an experimental group and a control group, with 22 children in each group. The children in the control group were given routine training, and those in the experimental group were given integrated sandplay therapy in addition to the routine training. The treatment response was assess by the Social Responsiveness Scale (SRS), emotional recognition tools and changes in sandplay theme characteristics after 6 months of treatment. Results Before intervention, there were no signifcant differences between the two groups in the total score of SRS, the score of each factor of SRS, and correct rates of facial expression recognition of the upright position, inverted position, upper face and lower face (P > 0.05). After 6 months of intervention, both groups had signifcant reductions in the total score of SRS and the score of each factor of SRS (P < 0.01); the control group had signifcant increases in the correct rates of facial expression recognition of all positions except the upright position (P < 0.05), while the experimental group had significant increases in the correct rates of facial expression recognition of all positions (P < 0.05). Compared with the control group after intervention, the experimental group had significantly lower total score of SRS and scores of all factors of SRS except social perception (P < 0.01) and signifcantly higher correct rates of facial expression recognition of all positions (P < 0.01). The experimental group had a signifcant change in the number of sandplay theme characteristics after intervention (P < 0.01). Conclusions Integrated sandplay therapy can improve social responsiveness and emotion recognition ability in preschool children with AS.