共查询到18条相似文献，搜索用时 171 毫秒
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研究采用了A-B-A实验设计对自闭症儿童的沟通行为进行体育游戏干预研究,体育游戏设计注重促进沟通,体育游戏进行中运用示范、奖励、提示、时间延续等促进沟通的策略.研究结果表明,经过3个月的大量密集干预,该儿童的主动沟通行为次数显著增加,沟通技能也有所提高. 相似文献
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自闭症儿童沟通行为及其干预策略 总被引：4，自引：2，他引：2
语言及沟通问题,一直是困扰自闭症儿童、研究者、教育者及家长的一大课题,如何攻克这一课题将是我们面临的一项挑战。本文试从分析语言及沟通的学习入手来探讨自闭症儿童沟通行为的干预策略 相似文献
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针对一名高功能自闭症儿童的语言沟通障碍,运用图片交换沟通系统进行为期4个月的训练,考察干预前后其口语表达能力的变化情况。结果表明,图片交换沟通系统能够改善自闭症儿童需求表达的技能,对口语表达能力有一定的促进作用。 相似文献
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图片交换沟通系统是以传统的应用行为分析为理论基础,利用图片作为媒介对重度自闭症儿童沟通技能进行干预的辅助性沟通系统.本研究采用单一被试的跨情境跨行为多基线设计,对一名四岁重度自闭症幼儿进行图片交换沟通系统干预.研究结果表明图片交换沟通系统产生了积极效果,自闭症儿童的需求表达行为明显增加,而其攻击性行为也随之减少.此外,本研究为未来开展自闭症儿童图片交换沟通系统的研究与实践干预提供建议. 相似文献
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一、加强语言刺激的密度,提高语言沟通的欲望对自闭症儿童的干预和治疗,就是要激发他们对外界的关注,引起与他人交流的意愿。因此,康复教师应积极寻找或创设干预契机,有效利用教育策略,加强语言刺激的密度和频度,提高自闭症儿童利用语言进行沟通的欲望。如在评价自闭症儿童的行为表现时,可多使用一些表扬性和激励性的语言,不断地给予正强化,并从儿童的角度出发去进行评价,使儿童更加认同、接受教师的教育行为。大量的语言刺激,为自闭症儿童学习和理解语言提供了更多的机会,同时教师的言语刺激又潜移默化地为儿童提供了良好的语言示范。 相似文献
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社交沟通障碍通常是引起自闭症儿童父母关注的首要症状之一。近年来,家长介入的自闭症幼儿社交沟通疗法(Pre-school Autism Communication Therapy, PACT)在改善自闭症儿童社交沟通能力上的干预效果引起了国外研究者的广泛关注。本文旨在对PACT的理论基础、干预方法、应用效果、优缺点以及技术发展进行评介,以期为我国特殊教育学校和干预机构在提高自闭症儿童的社交沟通能力的实践中提供借鉴和启示。 相似文献
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特殊需要幼儿的口语沟通困难通常会增加儿童的异常行为,并引起儿童社会交往能力落后,严重影响其未来的身心发展。自然情境教学法是在日常生活及社会沟通互动的情境中,运用制约教学策略的一种自然语言介入方法,它是促进学习者产生自发性的沟通行为和学习动机的有效教学方式。本研究采用跨被试多探测实验设计,运用自然情境教学法对三名特殊需要幼儿的口语沟通行为进行干预。结果显示,三名被试在干预期的口语沟通行为次数明显增加,沟通内容更加丰富,沟通功能也得以扩展。本研究表明自然情境教学法对特殊需要幼儿口语沟通行为的干预具有良好的即时和维持成效,且泛化效果明显。 相似文献
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由于自闭症儿童存在社交交往和沟通能力方面的缺陷,导致他们难以融入社会。这不仅加重了他们家庭的负担,也增加了社会的压力,早期干预对自闭症儿童的预后非常重要。因此,应当采取适当措施提升自闭症儿童的社会沟通能力,通过创设合适的游戏环境,引导自闭症儿童参与游戏和互动,鼓励自闭症儿童充分表达自己,在评估的过程中,通过与个案结合,真正有效提升自闭症儿童的社会沟通能力,推动自闭症儿童的健康成长与发展。 相似文献
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自闭症儿童在言语和社会沟通方面伴有严重的障碍。针对自闭症儿童具有的言语沟通和交流障碍、社会交往障碍、兴趣狭窄和行为刻板重复等特征,提出采用一对一的手指游戏：＂手指点点游戏＂＂小蚂蚁爬树游戏＂和小组的手指游戏：＂小指头走一走游戏＂＂手指变游戏＂的方式,以提高自闭症儿童沟通与交流的能力。介绍使用手指游戏疗法时需要注意的问题：训练者须保持积极的态度;须采用自然的环境对自闭症儿童进行训练;须完善互动练习过程;须按照自闭症儿童间的个体差异进行手指游戏内容的选择。 相似文献
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AAC在自闭症儿童沟通行为中的应用分析 总被引：3，自引：2，他引：3
辅助沟通系统(AAC)已广泛用于自闭症儿童的训练。为便于全面了解AAC对自闭症儿童沟通能力的影响,更好地将AAC用于自闭症儿童的沟通训练中,本文就其应用成效、特点以及研究中存在的问题进行探讨。 相似文献
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Autistic learners master visual and spatial abilities; they use visual language to organise, understand and give meaning to the world. Although they might struggle with verbal skills, they have an associative way of thinking. Taking into consideration the characteristics of seven autistic pupils, the aim of this paper was to identify the potential of picture books in relation to autistic readers in order to explain why picture books can be supportive tools for improving verbal and social communication skills. The findings, based on a qualitative case study and a reader response framework, show that picture books help children with autism develop social and communication skills as well as foster imagination. Their written outcomes clearly showed children's need to tell stories. 相似文献
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The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism 总被引：30，自引：0，他引：30
Francesca G. E. Happé 《Child development》1995,66(3):843-855
A number of studies have reported that most children with autism fail theory of mind tasks. It is unclear why certain children with autism pass such tests and what might be different about these subjects. In the present study, the role of age and verbal ability in theory of mind task performance was explored. Data were pooled from 70 autistic, 34 mentally handicapped, and 70 normal young subjects, previously tested for a number of different studies. The analysis suggested that children with autism required far higher verbal mental age to pass false belief tasks than did other subjects. While normally developing children had a 50% probability of passing both tasks at the verbal mental age of 4 years, autistic subjects took more than twice as long to reach this probability of success (at the advanced verbal mental age of 9-2). Possible causal relations between verbal ability and the ability to represent mental states are discussed. 相似文献
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Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention (AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre‐ and post‐intervention. The increase in total initiations post‐intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism. 相似文献
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自闭症儿童的非言语沟通能力缺陷 总被引：1，自引：0，他引：1
非言语沟通能力是影响自闭症儿童心理正常发展的重要因素之一。本文通过共同注意能力缺陷、情绪表达与调节能力的缺陷以及要求、社会互动能力的缺陷三方面对国外自闭症儿童非言语沟通能力缺陷的发展研究进行综述。 相似文献
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关键反应训练(Pivotal Response Training,PRT)是一种基于应用行为分析、具有循证实践支持的自闭症儿童干预方法。有关PRT干预的认知神经科学研究多使用小样本的高功能自闭症儿童进行实验,PRT干预后,自闭症儿童的行为指标显著改善,大脑连通性改变,同时其前额叶皮层(尤其是左腹外侧前额叶皮层和左背外侧前额叶皮层)、梭状回、后颞上沟等脑区对生物运动的激活增加。未来的研究应当增加使用ERP、fMRI等认知神经科学技术探寻PRT有效性的生理标记物,以准确预测PRT对自闭症儿童的干预效果,推动自闭症儿童的干预向着精准医学的方向发展。 相似文献
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Lila Kossyvaki Glenys Jones Karen Guldberg 《Journal of Research in Special Educational Needs》2016,16(3):156-168
Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention. The aims of this study were twofold: (1) to explore the extent to which staff were able to build on their good practice and alter their interactive style and (2) to then assess the effects of this change on children's communication. The study used an action research methodology and involved three members of staff and six children with autism. The staff and the researcher developed an Adult Interactive Style Intervention (AISI) in partnership. This was based on two theoretical models of child development and disability. Data were collected pre‐ and post‐intervention and at follow‐up (12 months after the end of the main study) to measure change. The results showed that staff considerably increased the number of times they used AISI principles post‐intervention and that this change had a significant impact on the children's spontaneous communication. All three staff took an active participatory role in the study which was considered a very positive and empowering experience. 相似文献