發(fā)布時間：2018-11-05 17:18

【摘要】：自閉癥兩大核心癥狀之一是重復(fù)刻板行為。自閉癥是一種一般性發(fā)育障礙。患有這種發(fā)育障礙的兒童,由于病因未明,終身不治,只能在康復(fù)訓(xùn)練的基礎(chǔ)上有所緩解,促其盡可能地適應(yīng)社會。研究目的:(1)制定個別結(jié)構(gòu)化教學(xué)方案,并在實施干預(yù)的過程中根據(jù)個案的具體情況進(jìn)行適當(dāng)?shù)恼{(diào)整。探討個案在結(jié)構(gòu)化教學(xué)方案的干預(yù)前后,重復(fù)刻板行為的改善狀況,并以此來評估結(jié)構(gòu)化教學(xué)對重復(fù)刻板行為的干預(yù)效果。(2)運(yùn)用結(jié)構(gòu)化教學(xué)方案的實施來減少個案刻板行為發(fā)生的頻次以及行為的維持時間。研究方法:本研究主要采用了個案分析法,其中結(jié)合使用訪談法、問卷調(diào)查法和觀察法。圍繞5名個案進(jìn)行長達(dá)一年的追蹤調(diào)查,探討結(jié)構(gòu)化教學(xué)對2-6歲自閉癥兒童重復(fù)刻板行為的干預(yù)效果。研究對象:本研究選取了江西省孤獨(dú)癥兒童康復(fù)中心的5名2-6歲的自閉癥兒童作為個案,這5名個案均在省級以上醫(yī)院診斷為自閉癥障礙,無家族遺傳病史,亦無精神病史,母親在妊娠期各項指標(biāo)均無異常。研究程序:本研究的整個研究過程包括1個基線期、3個干預(yù)期和3個維持觀察期,總共歷時1年。觀察記錄時間為三天記錄一次,每次觀察時間為一個小時,其中課堂教學(xué)時間是50分鐘,課間休息時間是10分鐘�；�期主要是觀察記錄兒童刻板行為初始發(fā)生情況,不采用任何干預(yù)方法;干預(yù)期開始介入結(jié)構(gòu)化教學(xué)的干預(yù)方法,并在此基礎(chǔ)上觀察記錄兒童刻板行為發(fā)生情況;維持觀察期撤銷干預(yù),觀察記錄在停止干預(yù)之后兒童刻板行為的發(fā)生情況。研究者在對結(jié)果進(jìn)行分析之后,最終得出以下結(jié)論:(1)運(yùn)用結(jié)構(gòu)化教學(xué)方案對2-6歲自閉癥兒童刻板行為進(jìn)行干預(yù)可以有效降低其刻板行為的發(fā)生頻次。雖然在每個時期會有一些起伏波動,但是總體的趨勢是下降的。(2)運(yùn)用結(jié)構(gòu)化教學(xué)對2-6歲自閉癥兒童刻板行為進(jìn)行干預(yù)之后,其刻板行為發(fā)生的維持時間顯著減少。(3)結(jié)構(gòu)化教學(xué)對2-6歲自閉癥兒童刻板行為的干預(yù)時間與其干預(yù)效果的維持性有較大的正相關(guān)。
[Abstract]:One of the two core symptoms of autism is repetitive behavior. Autism is a general developmental disorder. Children with this developmental disorder can only be alleviated on the basis of rehabilitation training for as long as possible due to the unknown etiology and life-long death. The purpose of the study is: (1) to formulate individual structured teaching programs and adjust them according to the specific situation of individual cases in the process of intervention. To explore the improvement of repeated stereotype behavior before and after the intervention of the structured teaching scheme. In order to evaluate the intervention effect of structured teaching on repeated stereotype behavior. (2) the implementation of structured teaching scheme is used to reduce the frequency of case stereotype behavior and the duration of behavior maintenance. Methods: this study mainly adopts case analysis, including interview, questionnaire and observation. To investigate the effects of structured teaching on repeated stereotypical behaviors in children aged 2 to 6 years, a year long follow-up investigation was conducted in 5 cases. Participants: five autistic children aged 2 to 6 years old from Jiangxi Autistic Children Rehabilitation Center were selected as cases. All of the 5 cases were diagnosed as autism disorders in hospitals above provincial level, with no family history of hereditary diseases. There was no history of psychosis, and the maternal indexes during pregnancy were not abnormal. Research procedure: the whole course of the study consisted of one baseline period, three dry expectations and three maintenance observation periods, which lasted for a total of one year. The observation time is one hour for three days, including 50 minutes for classroom teaching and 10 minutes for recess. The baseline period is mainly to observe and record the initial occurrence of children's stereotypical behavior without using any intervention methods, to begin to intervene in structured teaching methods, and to observe and record the occurrence of children's stereotypical behaviors on this basis. During the maintenance observation period the intervention was withdrawn and the occurrence of inflexible behavior in children after the cessation of intervention was recorded. After analyzing the results, the following conclusions are drawn: (1) the intervention of structured teaching program on stereotypical behavior of children aged 2-6 years old can effectively reduce the frequency of occurrence of stereotypical behaviors. Although there are some ups and downs in each period, the overall trend is declining. (2) after the use of structured teaching to intervene in stereotypical behavior in children with autism aged 2-6, (3) there was a significant positive correlation between the intervention time of structured teaching and the maintenance of the intervention effect in children aged 2-6 years with autistic children.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G76;R749.94

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