自闭症儿童单一情绪辨识教学干预的个案研究

发布时间：2019-05-23 13:26

【摘要】：从儿童情绪发展的观点而言,学龄前是儿童社会情绪快速发展的重要阶段,儿童的情绪辨别能力是其社会功能、同伴关系、学校适应及学业成就的核心基础。情绪的发展最主要的目标是完成情绪的辨识与表达、情绪调控,以及问题解决,而单一情绪辨识是普通儿童两岁所具备的能力。自闭症儿童单一情绪辨识的发展是情绪发展的基础,单一情绪辨识的教学策略显得尤为重要。在目前自闭症儿童的教育干预中,回合式教学法取得较好的教学成效。单一回合式教学法包括提示、提示后独立、独立三种教学程序,三种教学策略均能促进个案情绪辨识能力的发展,怎样的教学策略具有较高的教学成效,在过去的研究中未有一致性的结果。本研究旨在比较预先性提示教学策略和错误纠正教学策略的教学成效。本文采用单一受试实验设计中变形的交替处理实验设计,以三名学前自闭症儿童作为研究对象,对比单一情绪辨识不同教学策略的教学成效。研究分为基线期、处理期、追踪期三个阶段,教学者在每次教学后进行评量,收集数据资料。研究中以抛硬币的方式选择教学策略。因此,预先性提示教学策略包含开心和害怕这两种教学内容,错误纠正教学策略则包含伤心和生气。资料分析阶段,以视觉分析所得的评估资料进行量化分析,并结合社会效度评量表数据,和家长对教学研究的相关建议,以建立社会效度。研究结果显示:1.错误纠正教学策略的立即效果和泛化效果较好;2.预先性提示教学策略的维持效果较好。此外,研究者指出研究对象的范围较小,教学内容较固定等研究限制;并提出建议,在教学中可优先选择错误纠正教学策略,为之后教学和研究工作提供一定的参考。
[Abstract]:From the point of view of children's emotional development, preschool is an important stage of children's rapid development of social emotion, and children's emotional discrimination ability is the core basis of their social function, peer relationship, school adaptation and academic achievement. The most important goal of emotional development is to complete emotional identification and expression, emotional regulation, and problem solving, and single emotional identification is the ability of ordinary children at the age of two. The development of single emotion identification in autistic children is the basis of emotional development, and the teaching strategy of single emotion identification is particularly important. In the current educational intervention of autistic children, Hui teaching method has achieved good teaching results. The single return teaching method includes three kinds of teaching procedures, which are prompt, independent and independent, and all three teaching strategies can promote the development of individual emotion identification ability. What kind of teaching strategy has higher teaching effect? There are no consistent results in previous studies. The purpose of this study is to compare the teaching effectiveness of advance prompt teaching strategy and error correction teaching strategy. In this paper, three preschool autistic children were selected as the subjects to compare the teaching results of different teaching strategies of single emotion identification by using the alternating treatment experiment design of deformation in the single subject experiment design. The study is divided into three stages: base period, processing period and tracking period. Teachers and scholars evaluate and collect data after each teaching. In the study, the teaching strategy was chosen by flipping coins. Therefore, the teaching strategy of preemptive prompt includes happy and afraid, while the teaching strategy of error correction contains sadness and anger. In the data analysis stage, the evaluation data obtained from visual analysis were quantitatively analyzed, and combined with the data of social validity scale, and the related suggestions of parents for teaching research, in order to establish social validity. The results show that: 1. The immediate effect and generalization effect of error correction teaching strategy are better; 2. It is suggested that the maintenance effect of teaching strategy is better. In addition, the researchers point out that the scope of the research object is small and the teaching content is fixed, and puts forward some suggestions that we can give priority to the choice of error correction teaching strategies in teaching, so as to provide some reference 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】