【摘要】：自閉癥（Autism）是一種由于神經(jīng)系統(tǒng)失調(diào)導(dǎo)致的發(fā)育障礙，其中社交能力的發(fā)展障礙是自閉癥患兒的最主要特征。而RDI（人際關(guān)系發(fā)展干預(yù)療法）就是主要用來發(fā)展自閉癥患兒的人際交往能力的，，它依據(jù)一般兒童習(xí)得建立情感關(guān)系能力的方式，運(yùn)用詳細(xì)的人際發(fā)展評(píng)估方式，以游戲?yàn)橹鲗?dǎo)，采用指導(dǎo)師和家長(zhǎng)引導(dǎo)式參與游戲的方式，誘發(fā)孩子的主動(dòng)性和溝通的動(dòng)機(jī)，訓(xùn)練孩子進(jìn)行互動(dòng)行為，培養(yǎng)自閉癥患兒“經(jīng)驗(yàn)分享”這種重要的能力，對(duì)自閉癥兒童的訓(xùn)練模式的探索、對(duì)孩子教育管理的方法的選擇具有重要的啟示作用。 本個(gè)案小X從確診到進(jìn)青島以琳之前在機(jī)構(gòu)和家里進(jìn)行了密集的各種療法的訓(xùn)練，行為上是有些進(jìn)步，可眼神接觸幾乎為零，就算是有，也是被動(dòng)無意義的。所以進(jìn)入以琳，經(jīng)過特教老師的訪談、觀察、評(píng)估，結(jié)合小X年齡小的特點(diǎn)，決定從最基礎(chǔ)的第一級(jí)開始對(duì)小X進(jìn)行為期九個(gè)月的RDI游戲訓(xùn)練，圍繞著治療目標(biāo)，特教老師依時(shí)間逐次設(shè)計(jì)了二十四次游戲，時(shí)間一天天過去，成效開始顯露，經(jīng)過循序漸進(jìn)的RDI游戲訓(xùn)練,小X的眼神接觸比訓(xùn)練前要主動(dòng)、持久了；他對(duì)人開始有了興趣、專注；他的參與、社會(huì)參照、共同調(diào)控的能力也有所提升。這些進(jìn)步為他今后的經(jīng)驗(yàn)分享能力的發(fā)展奠定了基礎(chǔ)。小X進(jìn)行治療前后的變化說明了RDI游戲?qū)ε囵B(yǎng)幼兒自閉癥經(jīng)驗(yàn)分享能力是有效的，給家長(zhǎng)帶來了希望的曙光。因此本文在最后進(jìn)行了總結(jié)和建議，希望能為機(jī)構(gòu)和家長(zhǎng)提供借鑒和參考。
[Abstract]:Autistic (Autism) is a developmental disorder caused by nervous system disorder, in which the developmental disorder of social ability is the most important characteristic of autistic children. RDI (interpersonal relationship development intervention therapy) is mainly used to develop the interpersonal ability of children with autism. Taking the game as the leading factor, using the way of the guidance of the instructor and the parents to participate in the game, to induce the children's initiative and communication motivation, to train the children's interactive behavior, and to develop the important ability of "experience sharing" of the autistic children. The exploration of the training mode of autistic children has an important enlightening effect on the choice of educational management methods for children. This case of small X from the diagnosis to Qingdao Yilin before the organization and home intensive training in various treatments, behavior is some progress, but eye contact is almost zero, even if there is, but also passive meaningless. So into Yilin, through interviews, observation, evaluation, and combining with the characteristics of small X's age, she decided to start a nine-month RDI game training for small X from the most basic level, and revolve around the treatment goal. Special teacher time by time designed 24 games, the time passed day by day, the results began to show, after a gradual RDI game training, small X eye contact than before the training to be active, lasting; He became interested and focused on people; his ability to participate, social reference, and co-regulation improved. These advances laid the foundation for the development of his ability to share experience in the future. The change of small X before and after treatment shows that the RDI game is effective in training the ability of children with autism experience sharing, and brings hope to parents. Therefore, this paper summarizes and suggests in the end, hoping to provide reference and reference for institutions and parents.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：R749.94;G76

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本文編號(hào)：2323022