本文選題：認(rèn)知行為教學(xué) + 自閉癥兒童��； 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：近年來(lái),在全球范圍內(nèi)自閉癥的發(fā)病率呈現(xiàn)持續(xù)不斷地攀升狀態(tài)。社交溝通能力缺損作為自閉癥兒童的核心障礙之一,主要體現(xiàn)在自閉癥兒童在社交過(guò)程中難以覺(jué)察自身與他人的情緒、不能與他人進(jìn)行情緒交流與分享、難以控制自己的負(fù)面情緒。隨著我國(guó)融合教育的不斷推進(jìn),處于學(xué)齡期的自閉癥兒童將面臨一個(gè)更大的社交場(chǎng)域。而在小學(xué)低年級(jí)階段正是兒童社會(huì)化發(fā)展的起始階段,其情緒能力的發(fā)展將影響他們是否能夠適應(yīng)新的環(huán)境。認(rèn)知行為治療(CBT)通過(guò)認(rèn)知重建改變錯(cuò)誤認(rèn)知進(jìn)而改變或糾正不良的外顯行為,在已有的眾多自閉癥兒童情緒障礙的干預(yù)方法當(dāng)中,具有其它方法不可替代的優(yōu)勢(shì),可以給教學(xué)帶來(lái)了諸多便利。本研究旨在探討認(rèn)知行為教學(xué)對(duì)自閉癥兒童情緒能力發(fā)展的干預(yù)成效。研究方法采用了單一受試實(shí)驗(yàn)設(shè)計(jì)中的多基線跨受試的實(shí)驗(yàn)設(shè)計(jì),以三組共8名學(xué)齡期自閉癥兒童作為研究對(duì)象進(jìn)行教學(xué)干預(yù)。干預(yù)結(jié)束后,通過(guò)視覺(jué)分析法對(duì)搜集到的數(shù)據(jù)進(jìn)行教學(xué)成效分析,并通過(guò)對(duì)研究對(duì)象的家長(zhǎng)和助教老師進(jìn)行訪談以建立本研究的社會(huì)效度。研究結(jié)果顯示:1.認(rèn)知行為教學(xué)對(duì)自閉癥兒童情緒能力干預(yù)具有良好的立即教學(xué)成效。2.認(rèn)知行為教學(xué)對(duì)自閉癥兒童情緒能力干預(yù)具有良好的維持教學(xué)成效。3.認(rèn)知行為教學(xué)對(duì)自閉癥兒童情緒能力干預(yù)具有較好的社會(huì)效度。此外,研究者根據(jù)研究結(jié)果從認(rèn)知行為方案的設(shè)計(jì)與實(shí)施、研究對(duì)象的能力水平和家庭因素等影響教學(xué)成效的因素進(jìn)行了分析,并提出相應(yīng)的調(diào)整措施。然后,研究者從認(rèn)知行為方案的設(shè)計(jì)實(shí)施、家長(zhǎng)和教師的參與方面對(duì)未來(lái)相關(guān)教學(xué)和研究提出了建議,為之后教學(xué)和研究工作提供一定參考。
[Abstract]:In recent years, the incidence of autism around the world continues to climb. As one of the core obstacles of autistic children, the defect of social communication ability is mainly reflected in the fact that the autistic children are unable to detect the emotion between themselves and others during the social process, and cannot communicate and share their emotions with others. It is difficult to control one's own negative emotions. With the development of integrated education in China, autistic children in school age will face a larger social field. In the lower grade of primary school, it is the initial stage of children's socialization development, and the development of their emotional ability will influence whether they can adapt to the new environment. Cognitive behavior therapy (CBT) changes false cognition through cognitive reconstruction and then changes or corrects bad explicit behavior. Among the existing intervention methods for emotional disorders of autistic children, CBT has the advantage that other methods can not be replaced. Can bring a lot of convenience to teaching. The purpose of this study was to explore the effect of cognitive behavior teaching on the development of emotional ability of autistic children. Methods A multi-baseline cross-test experimental design was used in a single test design. Eight school-age autistic children in three groups were used as the subjects for teaching intervention. After the intervention, the data collected were analyzed by visual analysis method, and the social validity of the study was established by interviewing the parents and teaching assistants. The results of the study show that 1: 1. Cognitive behavior teaching has good immediate teaching effect on emotional ability intervention of autistic children. Cognitive behavior teaching has a good effect in maintaining the emotional ability of autistic children. The cognitive behavior teaching has good social validity for the intervention of emotional ability of autistic children. In addition, according to the results of the study, the authors analyzed the factors that affect the teaching effectiveness, such as the design and implementation of cognitive behavior programs, the ability level of the subjects and family factors, and put forward the corresponding adjustment measures. Then, the researcher puts forward some suggestions on the future teaching and research from the aspects of the design and implementation of cognitive behavior scheme, the participation of parents and teachers, and provides some references for the later teaching and research work.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G76

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