应用PECS干预重度智力障碍儿童沟通能力的个案研究
发布时间：2018-12-06 07:46
【摘要】：沟通能力是智力障碍儿童强化生活技能和社会适应能力的重要基础,而重度智力障碍儿童认知严重不足,动作、语言等发育十分迟缓,大多数智障儿童沟通能力十分有限,重度、极重度智障儿童沟通能力尤其有限。因此,对重度智力障碍儿童沟通能力的研究具有十分重要的意义。本研究正是以某特殊教育学校的两名重度智力障碍儿童为对象,探讨图片交换沟通系统(PECS)对两名儿童沟通能力的干预情况。干预前,笔者采用非标准化量表《使用图片交换沟通系统基本能力评估表》,结合学生的个别化教育计划对儿童当前的情况进行了综合评估。两名儿童的干预时间为9月至12月,各进行了36次教学,每次25分钟。研究中使用摄像机完成数据采集,再利用各阶段目标行为观察记录表对数据进行整理与分析。干预结束时,两名儿童都已经顺利完成了第四阶段的教学。研究结果显示,图片交换沟通系统对两名重度智力障碍儿童沟通能力的提升有效果,PECS介入后,他们沟通动机增强,能够较为主动、正确地表达自身要求和活动喜好,建立了以图片为媒介的沟通的基本模式。沟通能力的迁移上,二人在特校的间食课上仍能使用图片进行沟通表达,佐证了本实验有一定的维持和类化效果。经过约3个月的干预训练,两名儿童可以初步运用图片和简单句条进行替代沟通。总结整个研究过程,为后续教学提供以下几点建议:依学生的学习状态灵活调整教学,尽可能变换不同的沟通伙伴,干预情景类化到多种环境,充分调动家长的参与。
[Abstract]:Communication ability is an important foundation for children with mental retardation to strengthen their life skills and social adaptability, while children with severe mental retardation have serious lack of cognition, slow growth of movement and language, and most children with intellectual disabilities have very limited communication ability. The communication ability of children with severe and extremely severe mental retardation is especially limited. Therefore, it is of great significance to study the communication ability of children with severe mental retardation. In this study, two children with severe mental retardation in a special education school were selected to investigate the intervention of picture exchange communication system (PECS) on the communication ability of two children. Before the intervention, the author used the non-standardized scale < the basic ability assessment table of using the picture exchange communication system], combined with the individual education plan of the students to carry on the comprehensive evaluation to the children's current situation. The intervention lasted from September to December, with 36 teaching sessions of 25 minutes each. In the study, the camera is used to complete the data acquisition, and then the target behavior observation record table is used to sort and analyze the data. At the end of the intervention, both children had successfully completed the fourth phase of teaching. The results show that the picture exchange communication system can improve the communication ability of two children with severe mental retardation. After the intervention of PECS, their communication motivation is enhanced, and they can express their own requirements and activities correctly. The basic mode of communication based on pictures is established. In the transfer of communication ability, the two people can communicate with each other in the special school food class, which proves that the experiment has a certain effect of maintenance and classification. After about 3 months of intervention training, the two children can initially use pictures and simple sentences for alternative communication. This paper summarizes the whole research process and provides the following suggestions for the follow-up teaching: adjust the teaching flexibly according to the students' learning state, change different communication partners as far as possible, intervene into various environments and fully mobilize the parents' participation.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764
本文编号：2365693
[Abstract]:Communication ability is an important foundation for children with mental retardation to strengthen their life skills and social adaptability, while children with severe mental retardation have serious lack of cognition, slow growth of movement and language, and most children with intellectual disabilities have very limited communication ability. The communication ability of children with severe and extremely severe mental retardation is especially limited. Therefore, it is of great significance to study the communication ability of children with severe mental retardation. In this study, two children with severe mental retardation in a special education school were selected to investigate the intervention of picture exchange communication system (PECS) on the communication ability of two children. Before the intervention, the author used the non-standardized scale < the basic ability assessment table of using the picture exchange communication system], combined with the individual education plan of the students to carry on the comprehensive evaluation to the children's current situation. The intervention lasted from September to December, with 36 teaching sessions of 25 minutes each. In the study, the camera is used to complete the data acquisition, and then the target behavior observation record table is used to sort and analyze the data. At the end of the intervention, both children had successfully completed the fourth phase of teaching. The results show that the picture exchange communication system can improve the communication ability of two children with severe mental retardation. After the intervention of PECS, their communication motivation is enhanced, and they can express their own requirements and activities correctly. The basic mode of communication based on pictures is established. In the transfer of communication ability, the two people can communicate with each other in the special school food class, which proves that the experiment has a certain effect of maintenance and classification. After about 3 months of intervention training, the two children can initially use pictures and simple sentences for alternative communication. This paper summarizes the whole research process and provides the following suggestions for the follow-up teaching: adjust the teaching flexibly according to the students' learning state, change different communication partners as far as possible, intervene into various environments and fully mobilize the parents' participation.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764
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