本文選題：自閉癥兒童　切入點(diǎn)：孤獨(dú)癥兒童　出處：《陜西師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：自閉癥又稱孤獨(dú)癥(Autism)是多發(fā)于3歲以前,兒童在發(fā)展過程中在社交、溝通及行為方面存在本質(zhì)的缺陷,有著狹窄的愛好興趣、反復(fù)刻板的行為,特別要求環(huán)境沒有變化的一種廣泛性精神發(fā)育障礙。 通過以培智學(xué)校社區(qū)化課堂為訓(xùn)練環(huán)境對(duì)自閉癥兒童進(jìn)行社會(huì)交往能力干預(yù)訓(xùn)練,以補(bǔ)充在社區(qū)化教學(xué)中提升自閉癥兒童社會(huì)交往能力的研究為目的,提出干預(yù)訓(xùn)練方案。 通過個(gè)案研究法,選取兩名就讀于培智學(xué)校的自閉癥兒童,在社區(qū)化教學(xué)中進(jìn)行社會(huì)交往能力干預(yù)訓(xùn)練的研究。干預(yù)訓(xùn)練方案包括4個(gè)階段,分別是建立社會(huì)自我、發(fā)起主動(dòng)交往、合作分享、實(shí)用交往,共24次,每周2次,每次30分鐘。干預(yù)前2周對(duì)兩個(gè)案進(jìn)行前測(cè),然后對(duì)他們進(jìn)行干預(yù)訓(xùn)練,每階段結(jié)束后對(duì)兩個(gè)案進(jìn)行量表評(píng)定,干預(yù)結(jié)束后一周內(nèi)對(duì)他們進(jìn)行后測(cè),在量化的基礎(chǔ)上,結(jié)合家長、教師的訪談,綜合評(píng)估兩個(gè)案的干預(yù)效果。在結(jié)束后的第2周和第4周進(jìn)行量表評(píng)定,評(píng)估該干預(yù)訓(xùn)練是否具有穩(wěn)定性。 結(jié)果： (1)干預(yù)訓(xùn)練后,在“社交”、“語言/交流/講話”、“認(rèn)知/感覺/意識(shí)”、“健康/軀體/行為”各維度及總分上,個(gè)案組與對(duì)照組的差異顯著(pO.05)。 (2)干預(yù)訓(xùn)練后,個(gè)案組在“社交”、“語言/交流/講話”、“認(rèn)知/感覺/意識(shí)”、“健康/軀體/行為”各維度后測(cè)分?jǐn)?shù)均低于前測(cè)時(shí)所得的分?jǐn)?shù)。 (3)在干預(yù)訓(xùn)練前,個(gè)案組社會(huì)交往分量表的平均分為21.13,經(jīng)過24周的干預(yù)訓(xùn)練后,在穩(wěn)定期繼續(xù)對(duì)研究對(duì)象進(jìn)行觀察,個(gè)案組社交分量表的平均分為11.0,這表明在社區(qū)中對(duì)自閉癥兒童進(jìn)行社會(huì)交往干預(yù)訓(xùn)練對(duì)于自閉癥兒童社會(huì)交往能力的提升有一定的效果,并且干預(yù)效果具有一定的穩(wěn)定性。 (4)在干預(yù)訓(xùn)練前,個(gè)案組社會(huì)交往分量表的平均分為21.13,對(duì)照組社交分量表的平均分為23.75,經(jīng)過24周的干預(yù)訓(xùn)練后,在穩(wěn)定期繼續(xù)對(duì)研究對(duì)象進(jìn)行觀察,個(gè)案組社交分量表的平均分為11.0,對(duì)照組社交分量表的平均分為23.88,這表明在社區(qū)中進(jìn)行社會(huì)交往干預(yù)訓(xùn)練對(duì)于自閉癥兒童社會(huì)交往提升有一定的效果。 研究證明,在社區(qū)化教學(xué)中對(duì)自閉癥兒童進(jìn)行社會(huì)交往能力干預(yù)訓(xùn)練有效,且具有一定的穩(wěn)定性。個(gè)案在與他人交往過程中,主動(dòng)語言變多,能夠參與同伴的活動(dòng),會(huì)主動(dòng)和他人打招呼、問好,能夠向他人表達(dá)需求,尋求幫助,社會(huì)規(guī)則意識(shí)有所增強(qiáng),有一定的判斷、選擇能力,出現(xiàn)自我保護(hù)意識(shí)�？贪逍袨闇p少,情緒穩(wěn)定。
[Abstract]:Autism (also known as Autism-Autism-Autisma) is a pre- 3 year old, where children have essential social, communication, and behavioral deficiencies in their development, with narrow interests and repetitive stereotypes. A generalized mental development disorder that requires no change in the environment. In order to supplement the research on improving the social communication ability of autistic children in community teaching, the intervention training scheme was put forward by taking the community classroom as the training environment. Through the case study method, two autistic children who studied in the Peijiao school were selected to study the intervention training of social communication ability in community teaching. The intervention training program includes four stages, which are to establish social self, respectively. Initiate active communication, cooperation and sharing, practical communication, a total of 24 times, 2 times a week, each time 30 minutes. 2 weeks before the intervention of the two cases, and then the intervention training, each stage of the two cases were assessed after the end of the scale, They were tested within one week after the end of the intervention. On the basis of quantification and combined with the interviews of parents and teachers, the intervention effects of the two cases were comprehensively evaluated. The scale was evaluated at the 2nd and 4th week after the intervention. Evaluate the stability of the intervention. Results:. 1) after the intervention training, there were significant differences between the case group and the control group in the dimensions and total scores of "social intercourse", "language / communication / speech", "cognition / feeling / consciousness" and "health / body / behavior" (P < 0.05). (2) after the intervention training, the post-test scores of "social", "language / communication / speech", "cognition / feeling / consciousness" and "health / body / behavior" in the case group were lower than those in the pre-test group. 3) before the intervention training, the average score of the social communication component table of the case group was 21.13. After 24 weeks of intervention training, the study subjects were continued to be observed in the stable period. The average score of social component table of the case group was 11.0, which indicated that social interaction intervention training for autistic children in the community had certain effect on the improvement of social communication ability of autistic children, and the intervention effect had certain stability. 4) before the intervention training, the average score of the social communication component table of the case group was 21.13, and that of the control group was 23.75. After 24 weeks of intervention training, the study subjects were continued to be observed in the stable period. The average score of social component table in case group was 11.0, and that in control group was 23.88, which indicated that social interaction intervention training in community had certain effect on improving social communication of autistic children. It has been proved that the intervention training of children with autism in community teaching is effective and stable. In the process of communicating with others, the active language becomes more active and can participate in the activities of peers. Will take the initiative to greet others, say hello, can express their needs to others, seek help, social rules awareness has increased, a certain degree of judgment, selection ability, self-protection awareness, reduced stereotypical behavior, emotional stability.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：R749.94

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 陳順森;白學(xué)軍;張日f;;自閉癥譜系障礙的癥狀、診斷與干預(yù)[J];心理科學(xué)進(jìn)展;2011年01期

2 徐琴芳;孤獨(dú)癥兒童的語言障礙及語言發(fā)展[J];中國特殊教育;2002年04期

3 孫圣濤;自閉癥兒童的社會(huì)缺陷及其早期干預(yù)研究的介紹[J];中國特殊教育;2003年03期

4 劉昊;社區(qū)中的教育資源對(duì)于推行全納教育的作用[J];中國特殊教育;2003年06期

5 王愛民;劉佳芬;;培智學(xué)校課堂教學(xué)社區(qū)化的實(shí)踐探索[J];中國特殊教育;2010年06期

6 陳蓮俊;;自閉癥診斷與服務(wù)的發(fā)展趨向——美國《精神疾病診斷與統(tǒng)計(jì)手冊(cè)》第五版草案評(píng)介與預(yù)測(cè)[J];中國特殊教育;2011年08期

7 樊越波;;孤獨(dú)癥譜系障礙康復(fù)研究進(jìn)展[J];中國康復(fù)理論與實(shí)踐;2012年11期

8 武麗杰;;我國孤獨(dú)癥譜系障礙流行病學(xué)現(xiàn)狀及趨勢(shì)[J];中國實(shí)用兒科雜志;2013年08期

9 關(guān)文軍;鄧猛;;孤獨(dú)癥兒童的性別差異及其解釋模型[J];中國特殊教育;2013年12期

，

本文編號(hào)：1580954