音乐治疗对自闭症儿童共同注意的影响研究

发布时间：2018-03-09 12:45

本文选题：音乐治疗　切入点：自闭症谱系障碍儿童　出处：《西南大学》2016年硕士论文　论文类型：学位论文

【摘要】：人们通过对他人眼神的跟随、理解、模仿等来传达信息和情感,形成一定的社交模式。共同注意是个体发展社会认知、获得社交技能的重要基础。研究表明,自闭症谱系障碍(Autism Spectrum Disorder,ASD)儿童存在明显的共同注意障碍,因此研究他们的共同注意及干预手段成为特殊教育学、心理学、医学等学科共同关注的研究课题。目前已有研究表明:音乐能为自闭症谱系障碍儿童提供安全的环境、可选的交流方式、自主的表达形式,音乐能让儿童轻松卷入干预,从而提升儿童的目标能力的特点。本研究采用音乐治疗干预自闭症谱系障碍儿童,探讨音乐治疗对其共同注意的影响效果。本研究样本为重庆某融合幼儿园三名中度自闭症谱系障碍儿童,采用单一被试的A-B-A-B与跨被试多基线设计。由音乐治疗师和辅助教师共同完成音乐治疗干预,期间用摄像记录被试活动过程,然后通过秒读分析录像数据。数据评估采用早期社交量表(EARLY SOCIAL COMMUNICATION SCALES,ESCS)中的共同注意部分,对主动性共同注意、被动性共同注意进行评分。通过对干预前后三名被试主动性共同注意和被动性共同注意行为的比较分析得出以下主要结论。第一,音乐治疗对学龄前中度自闭症谱系障碍儿童主动性共同注意和被动性共同注意行为干预有效。通过音乐治疗,三名被试主动性共同注意和被动性共同注意的数量和品质都有不同程度提高,其中主动性共同注意提升相比被动性共同注意提升更显著。第二,音乐干预是提升自闭症谱系障碍儿童共同注意的有效手段之一。通过音乐治疗对自闭症谱系障碍儿童的干预发现,自闭症谱系障碍儿童可以较好地卷入音乐治疗,在第一个干预期获得基线期两倍分数。第三,针对自闭症谱系障碍儿童,间断性音乐干预会降低其被动性共同注意的提升速度。对自闭症谱系障碍儿童进行间断性音乐治疗,其被动性共同注意平均分有向干预期最高值和基线期最低值的平均值靠拢的趋势。第四,即兴音乐治疗有助自闭症谱系障碍儿童社会交往。自闭症谱系障碍儿童在音乐治疗环境中通过即兴创造音乐和对他人音乐的回应,实现替代语言的社会交往。儿童在音乐治疗中表现出更多的注视他人,与他人分享的行为。另外,研究还发现,智力发展能力较高的自闭症谱系障碍儿童,共同注意在音乐治疗的环境中有较大改变。性格内向稳定的自闭症谱系障碍儿童,共同注意在后期干预中比前期显著。
[Abstract]:People convey information and emotions through the eye following, understanding and imitation of others, and form a certain social model. Common attention is an important basis for individuals to develop social cognition and acquire social skills. Children with autistic Spectrum disorder have obvious common attention disorder, so studying their common attention and intervention means becomes special pedagogy, psychology, Current studies have shown that music can provide a safe environment for children with autism spectrum disorders, alternative forms of communication, autonomous forms of expression, and music that allows children to easily get involved in intervention. In this study, music therapy was used to intervene children with autistic spectrum disorders. To explore the effect of music therapy on common attention. This study included three children with moderate autism spectrum disorder in a fusion kindergarten in Chongqing. A-B-A-B of a single subject and multi-baseline design of cross-subjects were used. Music therapists and auxiliary teachers completed the music therapy intervention together, during which the participants' activities were recorded by video recording. Then the video data was analyzed by second reading. The data was evaluated by using the early Social networking scale (EARLY SOCIAL COMMUNICATION SCALESUN ESCSs) to pay attention to the initiative. By comparing and analyzing the active common attention and passive common attention behavior of the three subjects before and after the intervention, the main conclusions are as follows: first, Music therapy is effective for active common attention and passive common attention behavior intervention in preschool children with moderate autism spectrum disorder. The quantity and quality of active common attention and passive common attention of the three subjects were improved to varying degrees, among them, the improvement of active and common attention was more significant than that of passive common attention. Second, Music intervention is one of the effective methods to improve the common attention of children with autism spectrum disorders. Through the intervention of music therapy in children with autism spectrum disorders, it is found that children with autism spectrum disorders can be involved in music therapy. Score twice the baseline period in the first expected period. Third, intermittent music intervention reduces the rate of improvement of passive common attention in children with autism spectrum disorders. Intermittent music therapy is given to children with autism spectrum disorders. Its passive common attention average points tend to converge towards the average of the expected maximum value and the lowest value in the baseline period. 4th, Improvisational music therapy helps children with autism spectrum disorders interact with society. Children with autism spectrum disorders create music and respond to other people's music by improvisation in the music treatment environment. Children show more attention to others and share with others in music therapy. In addition, the study also found that children with autism spectrum disorders with higher intellectual development ability, The children with autistic spectrum disorder with introverted and stable personality were more significant in the later intervention than in the early stage.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G76

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