结构化教学对2-6岁自闭症儿童重复刻板行为的干预研究
发布时间：2018-11-05 17:18
【摘要】：自闭症两大核心症状之一是重复刻板行为。自闭症是一种一般性发育障碍。患有这种发育障碍的儿童,由于病因未明,终身不治,只能在康复训练的基础上有所缓解,促其尽可能地适应社会。研究目的:(1)制定个别结构化教学方案,并在实施干预的过程中根据个案的具体情况进行适当的调整。探讨个案在结构化教学方案的干预前后,重复刻板行为的改善状况,并以此来评估结构化教学对重复刻板行为的干预效果。(2)运用结构化教学方案的实施来减少个案刻板行为发生的频次以及行为的维持时间。研究方法:本研究主要采用了个案分析法,其中结合使用访谈法、问卷调查法和观察法。围绕5名个案进行长达一年的追踪调查,探讨结构化教学对2-6岁自闭症儿童重复刻板行为的干预效果。研究对象:本研究选取了江西省孤独症儿童康复中心的5名2-6岁的自闭症儿童作为个案,这5名个案均在省级以上医院诊断为自闭症障碍,无家族遗传病史,亦无精神病史,母亲在妊娠期各项指标均无异常。研究程序:本研究的整个研究过程包括1个基线期、3个干预期和3个维持观察期,总共历时1年。观察记录时间为三天记录一次,每次观察时间为一个小时,其中课堂教学时间是50分钟,课间休息时间是10分钟。基线期主要是观察记录儿童刻板行为初始发生情况,不采用任何干预方法;干预期开始介入结构化教学的干预方法,并在此基础上观察记录儿童刻板行为发生情况;维持观察期撤销干预,观察记录在停止干预之后儿童刻板行为的发生情况。研究者在对结果进行分析之后,最终得出以下结论:(1)运用结构化教学方案对2-6岁自闭症儿童刻板行为进行干预可以有效降低其刻板行为的发生频次。虽然在每个时期会有一些起伏波动,但是总体的趋势是下降的。(2)运用结构化教学对2-6岁自闭症儿童刻板行为进行干预之后,其刻板行为发生的维持时间显著减少。(3)结构化教学对2-6岁自闭症儿童刻板行为的干预时间与其干预效果的维持性有较大的正相关。
[Abstract]:One of the two core symptoms of autism is repetitive behavior. Autism is a general developmental disorder. Children with this developmental disorder can only be alleviated on the basis of rehabilitation training for as long as possible due to the unknown etiology and life-long death. The purpose of the study is: (1) to formulate individual structured teaching programs and adjust them according to the specific situation of individual cases in the process of intervention. To explore the improvement of repeated stereotype behavior before and after the intervention of the structured teaching scheme. In order to evaluate the intervention effect of structured teaching on repeated stereotype behavior. (2) the implementation of structured teaching scheme is used to reduce the frequency of case stereotype behavior and the duration of behavior maintenance. Methods: this study mainly adopts case analysis, including interview, questionnaire and observation. To investigate the effects of structured teaching on repeated stereotypical behaviors in children aged 2 to 6 years, a year long follow-up investigation was conducted in 5 cases. Participants: five autistic children aged 2 to 6 years old from Jiangxi Autistic Children Rehabilitation Center were selected as cases. All of the 5 cases were diagnosed as autism disorders in hospitals above provincial level, with no family history of hereditary diseases. There was no history of psychosis, and the maternal indexes during pregnancy were not abnormal. Research procedure: the whole course of the study consisted of one baseline period, three dry expectations and three maintenance observation periods, which lasted for a total of one year. The observation time is one hour for three days, including 50 minutes for classroom teaching and 10 minutes for recess. The baseline period is mainly to observe and record the initial occurrence of children's stereotypical behavior without using any intervention methods, to begin to intervene in structured teaching methods, and to observe and record the occurrence of children's stereotypical behaviors on this basis. During the maintenance observation period the intervention was withdrawn and the occurrence of inflexible behavior in children after the cessation of intervention was recorded. After analyzing the results, the following conclusions are drawn: (1) the intervention of structured teaching program on stereotypical behavior of children aged 2-6 years old can effectively reduce the frequency of occurrence of stereotypical behaviors. Although there are some ups and downs in each period, the overall trend is declining. (2) after the use of structured teaching to intervene in stereotypical behavior in children with autism aged 2-6, (3) there was a significant positive correlation between the intervention time of structured teaching and the maintenance of the intervention effect in children aged 2-6 years with autistic children.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G76;R749.94
本文编号：2312758
[Abstract]:One of the two core symptoms of autism is repetitive behavior. Autism is a general developmental disorder. Children with this developmental disorder can only be alleviated on the basis of rehabilitation training for as long as possible due to the unknown etiology and life-long death. The purpose of the study is: (1) to formulate individual structured teaching programs and adjust them according to the specific situation of individual cases in the process of intervention. To explore the improvement of repeated stereotype behavior before and after the intervention of the structured teaching scheme. In order to evaluate the intervention effect of structured teaching on repeated stereotype behavior. (2) the implementation of structured teaching scheme is used to reduce the frequency of case stereotype behavior and the duration of behavior maintenance. Methods: this study mainly adopts case analysis, including interview, questionnaire and observation. To investigate the effects of structured teaching on repeated stereotypical behaviors in children aged 2 to 6 years, a year long follow-up investigation was conducted in 5 cases. Participants: five autistic children aged 2 to 6 years old from Jiangxi Autistic Children Rehabilitation Center were selected as cases. All of the 5 cases were diagnosed as autism disorders in hospitals above provincial level, with no family history of hereditary diseases. There was no history of psychosis, and the maternal indexes during pregnancy were not abnormal. Research procedure: the whole course of the study consisted of one baseline period, three dry expectations and three maintenance observation periods, which lasted for a total of one year. The observation time is one hour for three days, including 50 minutes for classroom teaching and 10 minutes for recess. The baseline period is mainly to observe and record the initial occurrence of children's stereotypical behavior without using any intervention methods, to begin to intervene in structured teaching methods, and to observe and record the occurrence of children's stereotypical behaviors on this basis. During the maintenance observation period the intervention was withdrawn and the occurrence of inflexible behavior in children after the cessation of intervention was recorded. After analyzing the results, the following conclusions are drawn: (1) the intervention of structured teaching program on stereotypical behavior of children aged 2-6 years old can effectively reduce the frequency of occurrence of stereotypical behaviors. Although there are some ups and downs in each period, the overall trend is declining. (2) after the use of structured teaching to intervene in stereotypical behavior in children with autism aged 2-6, (3) there was a significant positive correlation between the intervention time of structured teaching and the maintenance of the intervention effect in children aged 2-6 years with autistic children.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G76;R749.94
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