认知行为教学对自闭症儿童情绪能力的干预研究

发布时间：2018-04-23 20:06

本文选题：认知行为教学 + 自闭症儿童　；参考：《重庆师范大学》2017年硕士论文

【摘要】：近年来,在全球范围内自闭症的发病率呈现持续不断地攀升状态。社交沟通能力缺损作为自闭症儿童的核心障碍之一,主要体现在自闭症儿童在社交过程中难以觉察自身与他人的情绪、不能与他人进行情绪交流与分享、难以控制自己的负面情绪。随着我国融合教育的不断推进,处于学龄期的自闭症儿童将面临一个更大的社交场域。而在小学低年级阶段正是儿童社会化发展的起始阶段,其情绪能力的发展将影响他们是否能够适应新的环境。认知行为治疗(CBT)通过认知重建改变错误认知进而改变或纠正不良的外显行为,在已有的众多自闭症儿童情绪障碍的干预方法当中,具有其它方法不可替代的优势,可以给教学带来了诸多便利。本研究旨在探讨认知行为教学对自闭症儿童情绪能力发展的干预成效。研究方法采用了单一受试实验设计中的多基线跨受试的实验设计,以三组共8名学龄期自闭症儿童作为研究对象进行教学干预。干预结束后,通过视觉分析法对搜集到的数据进行教学成效分析,并通过对研究对象的家长和助教老师进行访谈以建立本研究的社会效度。研究结果显示:1.认知行为教学对自闭症儿童情绪能力干预具有良好的立即教学成效。2.认知行为教学对自闭症儿童情绪能力干预具有良好的维持教学成效。3.认知行为教学对自闭症儿童情绪能力干预具有较好的社会效度。此外,研究者根据研究结果从认知行为方案的设计与实施、研究对象的能力水平和家庭因素等影响教学成效的因素进行了分析,并提出相应的调整措施。然后,研究者从认知行为方案的设计实施、家长和教师的参与方面对未来相关教学和研究提出了建议,为之后教学和研究工作提供一定参考。
[Abstract]:In recent years, the incidence of autism around the world continues to climb. As one of the core obstacles of autistic children, the defect of social communication ability is mainly reflected in the fact that the autistic children are unable to detect the emotion between themselves and others during the social process, and cannot communicate and share their emotions with others. It is difficult to control one's own negative emotions. With the development of integrated education in China, autistic children in school age will face a larger social field. In the lower grade of primary school, it is the initial stage of children's socialization development, and the development of their emotional ability will influence whether they can adapt to the new environment. Cognitive behavior therapy (CBT) changes false cognition through cognitive reconstruction and then changes or corrects bad explicit behavior. Among the existing intervention methods for emotional disorders of autistic children, CBT has the advantage that other methods can not be replaced. Can bring a lot of convenience to teaching. The purpose of this study was to explore the effect of cognitive behavior teaching on the development of emotional ability of autistic children. Methods A multi-baseline cross-test experimental design was used in a single test design. Eight school-age autistic children in three groups were used as the subjects for teaching intervention. After the intervention, the data collected were analyzed by visual analysis method, and the social validity of the study was established by interviewing the parents and teaching assistants. The results of the study show that 1: 1. Cognitive behavior teaching has good immediate teaching effect on emotional ability intervention of autistic children. Cognitive behavior teaching has a good effect in maintaining the emotional ability of autistic children. The cognitive behavior teaching has good social validity for the intervention of emotional ability of autistic children. In addition, according to the results of the study, the authors analyzed the factors that affect the teaching effectiveness, such as the design and implementation of cognitive behavior programs, the ability level of the subjects and family factors, and put forward the corresponding adjustment measures. Then, the researcher puts forward some suggestions on the future teaching and research from the aspects of the design and implementation of cognitive behavior scheme, the participation of parents and teachers, and provides some references for the later teaching and research work.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G76

【参考文献】