综合干预法在智障儿童语用沟通行为训练中的应用研究

发布时间：2018-05-14 07:24

本文选题：智障儿童 + 语用　；参考：《西南大学》2015年硕士论文

【摘要】：语用能力既是儿童语言发展的源泉,又是语言训练的最终目的。沟通行为是儿童最基本、最早出现的语用现象。对智障儿童而言,良好的语用沟通能力既是其语言发展和建立人际关系的前提条件,也是他们适应并融入社会,过上高质量生活的重要基础。2007年教育部颁布《培智学校义务教育课程设置实验方案》,其中在生活语文和康复训练教学目标中明确规定了智障学生语用能力的相关指标。但目前相关研究成果甚少,而且多集中于理论层面的探讨,研究对象多为学龄期的智障儿童,研究情境多为家庭中的亲子互动,缺乏针对学龄期智障儿童同伴互动情境下语用沟通行为训练的方法、操作程序及效果评估等的实证研究。本研究旨在 (1)检验综合社会故事、角色扮演及行为改变技术的干预方法,对学龄期轻度智障儿童同伴互动情境下语用沟通行为的干预效果；(2)探讨综合干预方法应用于学龄期轻度智障儿童同伴互动情境下语用沟通行为训练中的实施过程和适用范围。研究选取了14到15岁的三名被试,采用了单一被试实验设计结合A-B-A-B与跨被试多基线的设计。研究采用录像的方法收集语料,之后按照CHLDES的语句录取原则及INCA-A的语用沟通行为编码系统进行转录和编码。编码后的语料运用CLAN程序进行处理,初步分析被试的言语倾向、言语行动及言语变通情况,再将CLAN运算后的数据输入SPSS19.0进一步分析处理。通过对干预前后三名被试语用沟通行为变化的定量和质性分析,研究得出以下主要结论。第一,综合干预法对学龄期轻度智障儿童同伴互动情境下的语用沟通行为的干预有效。量化分析结果显示,通过综合干预,三名被试言语倾向、言语行动、言语变通的类型数量都有不同程度的增加,并且大多指标与干预前的差异都达到了0.01水平上的显著性,干预前后两阶段的数据不重叠率也大都大于50%。质性分析结果显示,干预后三名被试不但出现了新的语用沟通行为类型,而且言语倾向表达清晰度、灵活性都有明显的提高,被试LJT的合作沟通的行为水平也有一定的进步。第二,综合干预法可应用于特殊教育学校培智班生活语文或康复训练课程中的语用能力训练。具体应用中,应将本研究提出的教学流程和原则与智障儿童的个人特质、具体的自然情境紧密结合,并贯穿于教学方案设计、实施和评量等各个环节,同时,也应明确本研究所获结果的适用范围。
[Abstract]:Pragmatic competence is not only the source of children's language development, but also the ultimate goal of language training. Communication behavior is the most basic and earliest pragmatic phenomenon in children. For children with intellectual disabilities, good pragmatic communication ability is not only a prerequisite for their language development and interpersonal relations, but also a prerequisite for their adaptation and integration into society. In 2007, the Ministry of Education promulgated the "Experimental Program of compulsory Education Curriculum in the School of intellectual Development", in which the relevant indicators of pragmatic competence of students with intellectual disabilities are clearly stipulated in the teaching objectives of life language and rehabilitation training. However, at present, there are few related research results, and most of them focus on the theoretical level. Most of the research objects are school-age children with intellectual disabilities, and the research context is mostly parent-child interaction in the family. There is a lack of empirical research on the methods, procedures and effect evaluation of pragmatic communication behavior training in peer interaction of school-age children with intellectual disabilities. The purpose of this study was to examine the intervention methods of comprehensive social stories, role-playing and behavioural change techniques. The effect of pragmatic communication behavior in peer interaction of children with mild mental retardation at school age is discussed. (2) the application of comprehensive intervention method to the implementation process and application scope of pragmatic communication behavior training in peer interaction situation of children with mild mental retardation in school age is discussed. Three subjects aged from 14 to 15 years were selected in the study. A single experimental design combined with A-B-A-B and a multi-baseline design were used. The data were collected by video recording, and then transcribed and encoded according to the principle of CHLDES and INCA-A 's pragmatic communication behavior coding system. The coded corpus is processed by CLAN program, and the speech tendency, speech action and speech flexibility of the subjects are analyzed preliminarily, and then the data after CLAN operation is input into SPSS19.0 to further analyze and process. Based on the quantitative and qualitative analysis of the changes in pragmatic communication behaviors of the three subjects before and after intervention, the following conclusions are drawn. First, the comprehensive intervention approach is effective in the pragmatic communication behavior of children with mild mental retardation in the context of peer interaction. The results of quantitative analysis showed that the number of speech tendency, speech action, and speech flexibility of the three subjects increased in varying degrees through comprehensive intervention, and most of the indicators were significantly different from those before intervention at the level of 0.01. Before and after intervention, the data overlap rate of the two stages is more than 50%. Qualitative analysis showed that the three subjects not only appeared new types of pragmatic communication behavior after intervention, but also showed significant improvement in speech intelligibility and agility. The level of cooperative communication behavior of LJT was also improved to some extent. Secondly, comprehensive intervention can be applied to pragmatic competence training in life language or rehabilitation training courses in special education schools. In the specific application, the teaching process and principle proposed by this study should be closely combined with the personal characteristics of children with intellectual disabilities, the specific natural situation, and run through all aspects of teaching scheme design, implementation and evaluation, and at the same time, The scope of application of the results of this study should also be clarified.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G764

【参考文献】