【摘要】：研究表明,目前國(guó)內(nèi)外已有大量針對(duì)普通兒童排序技能的研究,但針對(duì)智力障礙兒童排序技能訓(xùn)練的實(shí)證研究較少。排序技能訓(xùn)練有利于個(gè)體排序能力的發(fā)展,而排序技能的掌握對(duì)于智力障礙兒童而言是一件較為困難的事,因此智障兒童迫切需要得到相關(guān)訓(xùn)練,以提高其整體認(rèn)知能力,從而提高其適應(yīng)社會(huì)的能力。眾所周知,個(gè)體完成一項(xiàng)排序任務(wù),要?dú)v經(jīng)的認(rèn)知過程為:感知物體、比較差異、形成有序概念、進(jìn)行排列操作,最后驗(yàn)證順序的正確性。本研究的主旨在于,基于對(duì)中度智力障礙兒童的排序能力發(fā)展的考察,探索適合中度智障兒童排序技能訓(xùn)練的方法,并驗(yàn)證此類訓(xùn)練方法的有效性。據(jù)此,本研究采用單一被試實(shí)驗(yàn)研究的ABA型設(shè)計(jì),以某輔讀學(xué)校的兩名中度智障兒童為研究對(duì)象,以量的排序、規(guī)則排序和事件排序?yàn)橹饕獌?nèi)容,并以完成排序任務(wù)所需要的排序技能為核心內(nèi)容編寫了若干適合中度智障兒童的排序訓(xùn)練活動(dòng),分別對(duì)他們都實(shí)施了為期10周共20次的個(gè)別訓(xùn)練。并采用自編的《中度智障兒童排序能力考察表》,分別對(duì)兩名兒童的排序能力表現(xiàn)進(jìn)行了 19次考察,收集了他們?cè)诨�期、介入期及追蹤期排序能力的進(jìn)展數(shù)據(jù),并采用視覺分析和C統(tǒng)計(jì)方法對(duì)考察數(shù)據(jù)進(jìn)行分析。經(jīng)過分析討論,得出的研究結(jié)果如下:(1)甲生和乙生在接受訓(xùn)練的過程中,排序能力考察總得分呈現(xiàn)出明顯提升的變化趨勢(shì),達(dá)到顯著性水平。(2)甲生和乙生的量的排序能力、規(guī)則排序能力和事件排序能力的考察得分也都呈現(xiàn)出明顯提升的變化趨勢(shì)。(3)甲生和乙生的排序能力的提高在介入期的前半階段更為顯著。根據(jù)研究結(jié)果并結(jié)合兩名兒童在訓(xùn)練過程中的實(shí)際表現(xiàn),可知排序技能訓(xùn)練能有效提升中度智障兒童的排序能力;在對(duì)他們進(jìn)行排序技能訓(xùn)練時(shí),應(yīng)注重訓(xùn)練材料的多樣性與訓(xùn)練活動(dòng)的趣味性,以保持智障兒童對(duì)排序活動(dòng)本身的關(guān)注。
[Abstract]:The research shows that there have been a lot of researches on the sequencing skills of common children at home and abroad, but there are few empirical studies on the training of sorting skills for children with mental retardation. Sequencing skills training is beneficial to the development of individual sequencing ability, and the mastery of sequencing skills is difficult for children with intellectual disabilities. Therefore, children with intellectual disabilities urgently need to get relevant training in order to improve their overall cognitive ability. In order to improve its ability to adapt to society. As we all know, the cognitive process that an individual has to go through in order to complete a sorting task is to perceive objects, compare differences, form an ordered concept, conduct an arrangement operation, and finally verify the correctness of the sequence. The main purpose of this study is to explore the method of ranking skills training for children with moderate mental retardation based on the study of the development of the ranking ability of children with moderate mental retardation and to verify the effectiveness of this training method. Based on this, this study adopts the ABA type design of a single subject experiment, taking two children with moderate mental retardation in an auxiliary school as the research object, and taking quantitative sorting, regular sorting and event ordering as the main contents. Based on the sequencing skills needed to complete the sorting task, some sort training activities for children with moderate mental retardation were compiled, and 20 individual training sessions were carried out for each of them for 10 weeks. The ranking ability of two children with moderate mental retardation was investigated for 19 times by using the self-made "ranking ability Table of moderately mentally disabled Children", and the progress data of their ranking ability in baseline period, intervention period and tracking period were collected. Visual analysis and C statistical methods were used to analyze the data. After analysis and discussion, the results are as follows: (1) in the process of training, the total scores of ranking ability showed a significant improvement trend. Reached the significant level. (2) the ranking ability of the quantity of A and B, The scores of regular sorting ability and event sorting ability also showed an obvious increasing trend. (3) the improvement of sorting ability of A and B was more significant in the first half of interventional period. According to the results of the study and the actual performance of the two children in the training process, we can see that sequencing skills training can effectively improve the ranking ability of children with moderate intellectual disabilities. The diversity of training materials and the interest of training activities should be paid attention to in order to keep the attention of children with mental retardation.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G764

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