合作游戏促进自闭症儿童同伴交往行为的个案研究
|
摘要
选取特殊教育学校某班轻、中、重度自闭症儿童各一名作为研究对象,采用单一受试研究法之跨被试多探测设计,以探究合作游戏对自闭症儿童同伴交往行为的影响.以合作游戏为自变量,以被试同伴交往的3个目标行为即分享、回应性行为和主动性次数为因变量;运用视觉分析法和C统计对干预结果进行量化分析.结果显示研究对象的3个目标行为在干预后都具有显著性效果,且具有一定的维持效果.
In this study, one child with mild autism, one child with moderate autism and one child with severe autism from a special education school were selected as the research objects, and a cross-subject multi-detection design of single-subject research method was adopt to explore the influences of cooperative play on peer interaction behavior of autistic children. With cooperative play as the independent variables, and the three target behaviors of the participants' peer interaction, sharing, responsive behaviors and initiative times as the dependent variables, the intervention results were quantified using visual analysis and C statistics. The results showed that the three target behaviors of the subjects had significant effects after intervention and had certain maintenance effects.
In this study, one child with mild autism, one child with moderate autism and one child with severe autism from a special education school were selected as the research objects, and a cross-subject multi-detection design of single-subject research method was adopt to explore the influences of cooperative play on peer interaction behavior of autistic children. With cooperative play as the independent variables, and the three target behaviors of the participants' peer interaction, sharing, responsive behaviors and initiative times as the dependent variables, the intervention results were quantified using visual analysis and C statistics. The results showed that the three target behaviors of the subjects had significant effects after intervention and had certain maintenance effects.
引文
[1] APA.Diagnositic and statistical manual of mental disorder[M].5th ed.Washington DC:American Psychiatric Publishing,2013.
[2] 刘美娟.合作游戏对大班幼儿同伴关系的影响研究[D].济南:山东师范大学,2006.
[3] 毛颖梅.国外自闭症儿童游戏及游戏干预研究进展[J].中国特殊教育,2011(8):66-71.
[4] HOBSON R P,LEE A,HOBSON J A.Qualities of symbolic play among children with autism:a social-developmental perspective[J].Journal of Autism & Developmental Disorders,2009,39(1):12-22.
[5] 刘国安.同伴接纳课程对ADHD儿童同伴关系与同伴接纳态度之成效[D].台北:台北市立教育大学,2013.
[6] 赵志航,王娜,田宝.轻度智力落后学生的父母教养方式、同伴关系对适应行为的影响[J].中国特殊教育,2006(9):48-52.
[7] GINSBURG K R.The importance of play in promoting healthy child development and maintaining strong parent-child bonds[J].Pediatrics,2012,129(1):182-191.
[8] 陈梦瑶.合作游戏对3-5岁语障儿童同伴关系的影响研究[D].开封:河南大学,2015.
[9] JAHR E,ELDEVIK S.Changes in solitary play following acquisition of cooperative play by children with autism[J].The Journal of Speech-Language Pathology and Applied Behavior Analysis,2007,2(2):182-189.
[10] JAHR E,ELDEVIK S,EIKESETH S.Teaching children with autism to initiate and sustain cooperative play[J].Research in Developmental Disabilities,2000,21(2):151-169.
[2] 刘美娟.合作游戏对大班幼儿同伴关系的影响研究[D].济南:山东师范大学,2006.
[3] 毛颖梅.国外自闭症儿童游戏及游戏干预研究进展[J].中国特殊教育,2011(8):66-71.
[4] HOBSON R P,LEE A,HOBSON J A.Qualities of symbolic play among children with autism:a social-developmental perspective[J].Journal of Autism & Developmental Disorders,2009,39(1):12-22.
[5] 刘国安.同伴接纳课程对ADHD儿童同伴关系与同伴接纳态度之成效[D].台北:台北市立教育大学,2013.
[6] 赵志航,王娜,田宝.轻度智力落后学生的父母教养方式、同伴关系对适应行为的影响[J].中国特殊教育,2006(9):48-52.
[7] GINSBURG K R.The importance of play in promoting healthy child development and maintaining strong parent-child bonds[J].Pediatrics,2012,129(1):182-191.
[8] 陈梦瑶.合作游戏对3-5岁语障儿童同伴关系的影响研究[D].开封:河南大学,2015.
[9] JAHR E,ELDEVIK S.Changes in solitary play following acquisition of cooperative play by children with autism[J].The Journal of Speech-Language Pathology and Applied Behavior Analysis,2007,2(2):182-189.
[10] JAHR E,ELDEVIK S,EIKESETH S.Teaching children with autism to initiate and sustain cooperative play[J].Research in Developmental Disabilities,2000,21(2):151-169.