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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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众多自闭谱系障碍个体在沟通方面面临不同程度的困难,功能性语言的缺失是其中的突出问题,这严重阻碍了自闭症儿童的发展和社会融入。图片交换沟通系统通过逐步递进的六个阶段,改善儿童的沟通能力。随着图片交换沟通系统的广泛使用,众多研究者开始关注该方法的有效性。研究表明,图片交换沟通系统可以作为改善自闭症儿童功能性沟通能力的有效方法,虽然其同言语产生关系的研究尚未取得一致性结论,但它并不会阻碍言语的产生。 相似文献
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动机是激发、维持并使行为指向特定目的的一种力量,它对个体行为与活动有引发、指引和激励的功能。本研究主要探讨运用图片交换沟通系统能否诱发自闭症学生有效的外在沟通动机,从而建立、维持沟通行为。 相似文献
4.
王小珍 《中小学心理健康教育》2017,(14):55-58
无口语自闭症儿童如何听从课堂指令一直是特殊教育所关注的焦点.为了找到有效改善无口语自闭症儿童课堂听从指令的策略,我运用由美国心理学博士Andy Bondy和言语治疗师Lori Frost所创的PECS(图片兑换沟通系统),通过用孩子喜欢的物品作为强化物来进行图片交换,让这些孩子变成主动的沟通者,逐渐学会正确的言语表达,以此习得实用的沟通技巧.我通过对个案进行相关调查研究,利用PECS的前两个方面:以物换物和扩展主动性来构架无口语自闭症儿童沟通的桥梁,建立其图片沟通能力,支持其沟通与学习,以此促进其课堂听从指令能力的发展. 相似文献
5.
目前自闭症被定义为一种广泛性的发育障碍,自从1943年凯纳定义自闭症之后,人们对于自闭症的治疗训练方法加以研究,目前如何治疗自闭症已经成为一个热点话题.除了应用行为分析法、图片交换沟通法、结构化教学等公认的训练方法外.一些新兴的治疗方法也不断的被人们所认同,其中一些专家学者将沙盘疗法广泛应用于自闭症儿童的康复训练中.通... 相似文献
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沟通障碍是自闭症的主要特征之一,直接影响儿童智力和社会性技能的发展。语言行为方法(Verbal Behavior)基于各种ABA研究的成果,能提高孩子学习功能性语言的能力,在训练自闭症儿童的语言沟通技能方面卓有成效。文章从语言行为方法的提出、语言行为方法的应用以及相关研究等方面进行梳理,得出启示:国内相关学者要加强语言行为方法对自闭症儿童干预的教学程序的研究,重视语言行为方法干预效果的实证研究,形成系统的语言行为方法早期干预团队。 相似文献
7.
自闭症儿童主动口语沟通行为干预的个案研究 总被引：1，自引：0，他引：1
采用示范、提示—示范、时间延宕、随机教学等干预方法对一名自闭症儿童的主动口语沟通行为进行干预,旨在探讨自闭症儿童主动口语沟通行为的干预效果及启示。结果表明:干预显著增加了被试主动口语沟通行为的发生次数,同时沟通内容及沟通功能也有所扩展。最后,作者建议通过激发儿童兴趣和动机、注意环境的设置和安排等措施来促进自闭症儿童主动口语沟通行为的发展。 相似文献
8.
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
9.
《兰州教育学院学报》2019,(11):159-161
为减少自闭症儿童的课堂扰乱行为,应用沙盘游戏疗法对自闭症儿童进行干预,在结构化的系统观察基础上,开展沙盘游戏干预自闭症儿童课堂扰乱行为的自然实验。研究结果发现:自闭症儿童课堂扰乱行为的产生与其情绪表达障碍、行为控制能力较弱之间存在一定关联;沙盘游戏对自闭症儿童课堂扰乱行为的干预效果是较为明显的,经过干预,自闭症儿童的情绪表达、行为调控和课堂参与等多方面均有所改善。 相似文献
10.
由于自闭症儿童存在自身缺陷,传统的课程教学无法取得成效.因此,文章作者结合单一变量测试法,在生活化课程中运用PECS的六个阶段进行教学,并针对六个阶段提出教学反思、教学结论与建议.文章具体以一名二年级的自闭症儿童为研究对象,利用其视觉优势,引导该生通过图片交换沟通的方式表达基本生活需求,提高了有部分口语能力的自闭症儿童... 相似文献
11.
行为消失是儿童行为矫正中的原理与方法之一,行为消失的成功运用可以减少或终止儿童生活中的问题行为。本文运用具体事例探讨行为消失在儿童教育中的具体运用。 相似文献
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行为消失是儿童行为矫正中的原理与方法之一,行为消失的成功运用可以减少或终止儿童生活中的问题行为。本文运用具体事例探讨行为消失在儿童教育中的具体遥用。 相似文献
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为了研究行为模拟教学在“组织行为学”教学中的效果,在近期教学中,我们作了尝试与研究。教学时,模仿现实情境,在教师的指导下,由学生以小组形式体验角色。实践证明,行为模拟教学方法有利于培养学生的学习兴趣和团队精神,提高解决实际问题的能力。 相似文献
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田荔 《上海师范大学学报(哲学社会科学版)》2007,36(2):128-132
语言行为是交际的主导因素，非语言行为是语言行为的重要辅助手段。跨文化交际中，保持两者的和谐一致是交际双方都应遵循的原则。文章拟在非语言交际行为及其与语言交际行为之关系论述的基础上，阐述两者之间相互冲突的一面，并对于如何避免冲突、保持两者间的和谐进行深入的探讨和分析。 相似文献
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Dennis W. C. Liu 《CBE life sciences education》2014,13(3):363-368
Plants are a huge and diverse group of organisms ranging from microscopic marine phytoplankton to enormous terrestrial trees. Stunning, and yet some of us take plants for granted. In this plant issue of LSE, WWW.Life Sciences Education focuses on a botanical topic that most people, even biologists, do not think about—plant behavior.Plants are a huge and diverse group of organisms (Figure 1), ranging from microscopic marine phytoplankton (see http://oceandatacenter.ucsc.edu/PhytoGallery/phytolist.html for beautiful images of many species) to enormous terrestrial trees epitomized by the giant sequoia: 300 feet tall, living 3000 years, and weighing as much as 3000 tons (visit the Arkive website, www.arkive.org/giant-sequoia/sequoiadendron-giganteum, for photos and basic information). Stunning, and yet some of us take plants for granted, like a side salad. We may see plants as a focal point during the blooming season or as a nice backdrop for all the interesting things animals do. For this plant issue of CBE—Life Sciences Education, I am going to focus on a botanical topic that most people, even biologists, do not think about—plant behavior.Open in a separate windowFigure 1.Plants are very diverse, ranging in size from microscopic plankton (left, courtesy of University of California–Santa Cruz Ocean Data Center) to the biggest organisms on our planet (right, courtesy Arkive.org).Before digging into plant behavior, let us define what a plant is. All plants evolved from the eukaryotic cell that acquired a photosynthetic cyanobacterium as an endosymbiont ∼1.6 billion years ago. This event gave the lineage its defining trait of being a eukaryote that can directly harvest sunlight for energy. The cyanobacteria had been photosynthesizing on their own for a long time already, but this new “plant cell” gave rise to a huge and diverse line of unicellular and multicellular species. Genome sequences have shed light on the birth and evolution of plants, and John Bowman and colleagues published an excellent review titled “Green Genes” several years ago in Cell (www.sciencedirect.com/science/article/pii/S0092867407004618#;
Bowman et al., 2007 ). The article has concise information on the origin and evolution of plant groups, including helpful graphics (Figure 2). Of course, plants were classified and subdivided long before DNA analysis was possible. The Encyclopedia of Earth (EOE) is a good website for exploring biological diversity and has an article on plants (www.eoearth.org/view/article/155261) that lays out the major plant groups and their characteristics. It states that there are more than 400,000 described species, a fraction of the estimated total number.Open in a separate windowFigure 2.Genomic analysis has illuminated the relationship among the many species of plants, as illustrated in this phylogeny of three major plant groups from Bowman et al. (2007 , p. 129).The venerable Kew Gardens has an excellent website (Figure 3) that includes extensive pages under the tab Science and Conservation (www.kew.org/science-conservation). It is a beautifully organized website for exploring plant diversity and burrowing into the science of plants, and includes an excellent blog. Ever wonder how many different kinds of flowers there are? You can find out by visiting their feature titled, “How Many Flowering Plants Are There in the World?” There is an interesting video feature on coffee, which describes how only two species out of more than a hundred have come to dominate coffee production for drinking. As the monoculture in Ireland led to the potato blight, a lack of genetic diversity in today''s coffee plants is threatening the world''s coffee supply with the onset of climate change. The possibility of life without coffee is a call to action if ever I have heard one.Open in a separate windowFigure 3.Kew Gardens has a large and informative website that should appeal to gardeners and flower lovers, as well as more serious botanists and ecologists.Classification of plants is challenging for students and teachers alike. Perhaps understandable, given that plants constitute an entire kingdom of life. For an overview, have students read the EOE article as well as the Bowman Cell article to appreciate the enormity and diversity of the organisms we call plants. The EOE article is reproduced on the Encyclopedia of Life website (http://eol.org/info/449), an excellent context for further exploration of diverse plant species. As we probe the topic of plant behavior, the examples will be drawn from the vascular plants that include the many familiar plants commonly called trees, shrubs, flowers, vegetables, and weeds.Plants do respond to changes in their environment, but is it fruitful or scientifically valid to say that they have behavior? They lack muscles and nerves, do not have mouths or digestive systems, and are often literally rooted in place. A growing number of plant biologists have embraced the term behavior, as demonstrated by the journal devoted to the subject, Plant Behavior. Their resources page (www.plantbehavior.org/resources.html) is a good place to get oriented to the field.As in so many things, Darwin anticipated important questions concerning the movement of plants, despite the difficulties in observing plant behavior, and in 1880 he published The Power of Movement in Plants. The Darwin Correspondence Project website has a good treatment of Darwin''s work on plants, with interesting anecdotes relating to how he collaborated with his son Francis on this work late in his career (www.darwinproject.ac.uk/power-of-movement-in-plants). You can download Chapter 9 of the book and some of the correspondence between Darwin and his son. The entire book is available at http://darwin-online.org.uk/content/frameset?itemID=F1325&viewtype=text&pageseq=1, or in various e-reader formats at the Project Gutenberg website (http://www.gutenberg.org/ebooks/5605). The PBS NOVA website, has a feature covering several of Darwin''s “predictions,” including one in which he noted the importance of plant and animal interactions. He famously predicted that a Madagascar orchid (Angraecum sesquipedale), which has a long narrow passage to its nectar stash, must have a long-tongued pollinator. In 1903, biologists identified the giant hawkmoth, with a 12-inch-long proboscis, as the pollinator predicted by Darwin (www.pbs.org/wgbh/nova/id/pred-nf.html).Darwin recognized that plants mostly do things on a timescale that is hard for us to observe, so he devised clever ways to record their movements. Placing a plant behind a pane of glass, he marked the plant''s position on the glass over time using a stationary reference grid placed behind the plant. Darwin transferred the drawing to a sheet of paper before cleaning the glass for the next experiment (Figure 4). By varying the distance between the plant, the reference points, and the glass, he magnified apparent distances to detect even small plant movements over periods as short as minutes. High-definition time-lapse photography and other modern techniques have extended Darwin''s observations in some compelling directions.Open in a separate windowFigure 4.One of Darwin''s drawings that can be found on the Darwin Correspondence Project Web pages devoted to his book The Power of Movement in Plants. For this figure, the position of the cotyledons of a Brassica was marked on a glass plate about every 30 min over a period of more than 10 h.A recent episode of the PBS Nature series, “What Plants Talk About,” epitomizes the increased interest in plant behavior and, unfortunately, some of the hyperbole associated with the field. The time-lapse video sequences and associated science are fascinating, and the entire program can be viewed on the PBS website at http://video.pbs.org/video/2338524490. The home page for the program (Figure 5; www.pbs.org/wnet/nature/episodes/what-plants-talk-about/introduction/8228) has two short video clips that are interesting. The video titled “Dodder Vine Sniffs Out Its Prey” is nicely filmed and features some interesting experiments involving plant signaling. It might be instructive to ask students to respond to the vocabulary used in the narration, which unfortunately tries to impart intent and mindfulness to the plant''s activities, and to make sensible experimental results somehow seem shocking. The “Plant Self-Defense” video is a compelling “poison pill” story that needs no narrative embellishment. A plant responds to caterpillars feeding on it by producing a substance that tags them for increased attention from predators. Increased predation reduces the number of caterpillars feeding on the plants. The story offers a remarkable series of complex interactions and evolutionary adaptations. Another documentary, In the Mind of Plants (www.youtube.com/watch?v=HU859ziUoPc), was originally produced in French. Perhaps some experimental interpretations were mangled in translation, but the camera work is consistently excellent.Open in a separate windowFigure 5.The Nature pages of the PBS website have video clips and a short article, as well as the entire hour-long program “What Plants Talk About.” The program features fantastic camera work and solid science, but some questionable narration.Skepticism is part and parcel of scientific thinking, but particular caution may be warranted in the field of plant behavior because of the 1970s book and documentary called The Secret Life of Plants (www.youtube.com/watch?v=sGl4btrsiHk). The Secret Life of Plants was a sensation at the time and was largely responsible for the persistent myths that talking to your plants makes them healthier, that plants have auras, and that plants grow better when played classical music rather than rock. While the program woke people up to the notion that plants indeed do fascinating things, the conclusions based on bad science or no science at all were in the end more destructive than helpful to this aspect of plant science. Michael Pollan, author of The Botany of Desire and other excellent plant books, addresses some of the controversy that dogs the field of plant behavior in an interview on the public radio program Science Friday (http://sciencefriday.com/segment/01/03/2014/can-plants-think.html). His article “The Intelligent Plant” in the New Yorker (www.newyorker.com/reporting/2013/12/23/131223fa_fact_pollan?currentPage=all), covers similar ground.The excellently understated Plants in Motion website (http://plantsinmotion.bio.indiana.edu/plantmotion) is a welcome antidote to some of the filmic excesses. The site features dozens of low-definition, time-lapse videos of plants moving, accompanied by straightforward explanations of the experimental conditions and some background on the plants. The lack of narration conveys a refreshing cinema verité quality, and you can choose your own music to play while you watch. Highlights include corn shoots growing toward a light bulb, the rapid response of a mimosa plant to a flame, vines twining, and pumpkins plumping at night. You may have driven past a field of sunflowers and heard the remark that the heads follow the sun, but that is a partial truth. The young buds of the early plants do track the sun, but once they bloom, the tall plants stiffen and every head in the field permanently faces … east! The creators of Plants in Motion curated an exhibit at the Chicago Botanic Gardens called sLowlife (Figure 6). The accompanying video and “essay” (http://plantsinmotion.bio.indiana.edu/usbg/toc.htm) are excellent, featuring many interesting aspects of plant biology.Open in a separate windowFigure 6.sLowlife is an evocative multimedia essay designed to accompany an exhibit installed at the Chicago Botanic Gardens. It features text and video that reveal interesting aspects of plant biology.High-definition time-lapse photography is far from the only tool available to reveal hard-to-observe activities of plants. Greg Asner and colleagues at the Carnegie Airborne Observatory are using informatics to study the dynamic lives of plants at the community ecology level. The Airborne Observatory uses several impressive computer- and laser-enabled techniques (http://cao.stanford.edu/?page=cao_systems) to scan the landscape at the resolution of single leaves on trees and in modalities that can yield information at the molecular level. These techniques can yield insights into how forests respond to heat or water stress or the introduction of a new species. The site has a gallery of projects that are best started at this page: http://cao.stanford.edu/?page=research&pag=5. Here, they are documenting the effect of the Amazon megadrought on the rain forest. The very simple navigation at the top right consists of 15 numbered squares for the different projects. Each project is worth paging through to understand how versatile these aerial-mapping techniques are. They also have six buttons of video pages (http://cao.stanford.edu/?page=videos) that give you a feel for what it might be like to be in the air while collecting the data (Figure 7).Open in a separate windowFigure 7.The Carnegie Airborne Observatory is a flying lab that can collect real-time aerial data on forests at resolutions smaller than a single leaf on a tree.If this Feature seems to have been too conservative about whether plants have behavior, visit the LINV blog (www.linv.org/blog/category/plant-behavior) of the International Laboratory for Plant Neurobiology. The term “plant neurobiology” may be going too far, but the website presents some interesting science. Another fascinating dimension of plant “behavior” is seed dispersal, from seeds that can burrow, to seeds that “fly,” to seeds that are shot like bullets. A couple of websites have some good information and photos of the myriad designs that have evolved to take advantage of air currents for seed dispersal; see http://waynesword.palomar.edu/plfeb99.htm and http://theseedsite.co.uk/sdwind.html. The previously mentioned PBS Nature series also produced a program on seeds, “The Seedy Side of Plants,” which you can view at www.pbs.org/wnet/nature/episodes/the-seedy-side-of-plants/introduction/1268. ChloroFilms, a worldwide competition for plant videos, is now in its fourth season, with some really good videos (www.chlorofilms.org). If you love plants, work with plants, or have insights into plant biology, you should consider submitting a video! 相似文献
17.
Susan P. Lollis 《Child development》1990,61(1):99-103
The influence of maternal preseparation behavior on children's separation behavior was investigated. 72 (36 female, 36 male) 15-18-month-olds met with same-gender age-mates for an 8-min play and 4-min separation session. During the play period, mothers were instructed to interact extensively or minimally with their children, or were given no instructions except to interact normally. The noninstructed group was later divided into an extensive and a minimal group. During the separation period, the effect of previous amount of maternal interaction varied according to mothers' instructions and the gender of the children. Children with mothers who were instructed to interact minimally displayed distress sooner and played less with their age-mates than children with noninstructed minimally interacting mothers. Males with minimally interacting mothers spent more time unoccupied and less time playing alone than did females. The findings demonstrate the varying influence that different instructions to mothers may have on children's separation behavior. 相似文献
18.
为了探讨现场的榜样行为对于当代大学生助人行为是否具有促进作用,本研究采用实验观察法,设置4个相似情境来考察大学生在不同情境下的助人行为情况。结果发现,在有榜样行为的前提下能够激发更多的助人行为,而紧急的情境更能加深助人的程度。 相似文献
19.
导致学生不道德行为发生的原因很多。从教师不道德行为的角度审视学生不道德行为,以期引起教师群体对自身行为的密切关注。鉴于国内教育理论和实践界对不道德行为的认识比较混乱,厘定“不道德行为”概念。 相似文献
20.
问题行为干预中的正向行为支持 总被引：1，自引：0，他引：1
对学生问题行为的干预方法有很多,本文介绍的正向行为支持(PBS)和功能性行为评价(FBA)对学生的问题行为干预具有重要作用。PBS以行为科学为基础,以关注学生的生活质量为目的,从系统观的角度,强调对学生直接观察来建立实践策略。PBS的目标是通过FBA收集资料,创设积极的学习环境和教学环境,以此来增加社会接受的正向行为,减少和消除问题行为。 相似文献