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社区化教学对自闭症儿童社会交往能力提升的个案研究

发布时间:2018-03-07 21:07

  本文选题:自闭症儿童 切入点:孤独症儿童 出处:《陕西师范大学》2014年硕士论文 论文类型:学位论文


【摘要】:自闭症又称孤独症(Autism)是多发于3岁以前,儿童在发展过程中在社交、沟通及行为方面存在本质的缺陷,有着狭窄的爱好兴趣、反复刻板的行为,特别要求环境没有变化的一种广泛性精神发育障碍。 通过以培智学校社区化课堂为训练环境对自闭症儿童进行社会交往能力干预训练,以补充在社区化教学中提升自闭症儿童社会交往能力的研究为目的,提出干预训练方案。 通过个案研究法,选取两名就读于培智学校的自闭症儿童,在社区化教学中进行社会交往能力干预训练的研究。干预训练方案包括4个阶段,分别是建立社会自我、发起主动交往、合作分享、实用交往,共24次,每周2次,每次30分钟。干预前2周对两个案进行前测,然后对他们进行干预训练,每阶段结束后对两个案进行量表评定,干预结束后一周内对他们进行后测,在量化的基础上,结合家长、教师的访谈,综合评估两个案的干预效果。在结束后的第2周和第4周进行量表评定,评估该干预训练是否具有稳定性。 结果: (1)干预训练后,在“社交”、“语言/交流/讲话”、“认知/感觉/意识”、“健康/躯体/行为”各维度及总分上,个案组与对照组的差异显著(pO.05)。 (2)干预训练后,个案组在“社交”、“语言/交流/讲话”、“认知/感觉/意识”、“健康/躯体/行为”各维度后测分数均低于前测时所得的分数。 (3)在干预训练前,个案组社会交往分量表的平均分为21.13,经过24周的干预训练后,在稳定期继续对研究对象进行观察,个案组社交分量表的平均分为11.0,这表明在社区中对自闭症儿童进行社会交往干预训练对于自闭症儿童社会交往能力的提升有一定的效果,并且干预效果具有一定的稳定性。 (4)在干预训练前,个案组社会交往分量表的平均分为21.13,对照组社交分量表的平均分为23.75,经过24周的干预训练后,在稳定期继续对研究对象进行观察,个案组社交分量表的平均分为11.0,对照组社交分量表的平均分为23.88,这表明在社区中进行社会交往干预训练对于自闭症儿童社会交往提升有一定的效果。 研究证明,在社区化教学中对自闭症儿童进行社会交往能力干预训练有效,且具有一定的稳定性。个案在与他人交往过程中,主动语言变多,能够参与同伴的活动,会主动和他人打招呼、问好,能够向他人表达需求,寻求帮助,社会规则意识有所增强,有一定的判断、选择能力,出现自我保护意识。刻板行为减少,情绪稳定。
[Abstract]:Autism (also known as Autism-Autism-Autisma) is a pre- 3 year old, where children have essential social, communication, and behavioral deficiencies in their development, with narrow interests and repetitive stereotypes. A generalized mental development disorder that requires no change in the environment. In order to supplement the research on improving the social communication ability of autistic children in community teaching, the intervention training scheme was put forward by taking the community classroom as the training environment. Through the case study method, two autistic children who studied in the Peijiao school were selected to study the intervention training of social communication ability in community teaching. The intervention training program includes four stages, which are to establish social self, respectively. Initiate active communication, cooperation and sharing, practical communication, a total of 24 times, 2 times a week, each time 30 minutes. 2 weeks before the intervention of the two cases, and then the intervention training, each stage of the two cases were assessed after the end of the scale, They were tested within one week after the end of the intervention. On the basis of quantification and combined with the interviews of parents and teachers, the intervention effects of the two cases were comprehensively evaluated. The scale was evaluated at the 2nd and 4th week after the intervention. Evaluate the stability of the intervention. Results:. 1) after the intervention training, there were significant differences between the case group and the control group in the dimensions and total scores of "social intercourse", "language / communication / speech", "cognition / feeling / consciousness" and "health / body / behavior" (P < 0.05). (2) after the intervention training, the post-test scores of "social", "language / communication / speech", "cognition / feeling / consciousness" and "health / body / behavior" in the case group were lower than those in the pre-test group. 3) before the intervention training, the average score of the social communication component table of the case group was 21.13. After 24 weeks of intervention training, the study subjects were continued to be observed in the stable period. The average score of social component table of the case group was 11.0, which indicated that social interaction intervention training for autistic children in the community had certain effect on the improvement of social communication ability of autistic children, and the intervention effect had certain stability. 4) before the intervention training, the average score of the social communication component table of the case group was 21.13, and that of the control group was 23.75. After 24 weeks of intervention training, the study subjects were continued to be observed in the stable period. The average score of social component table in case group was 11.0, and that in control group was 23.88, which indicated that social interaction intervention training in community had certain effect on improving social communication of autistic children. It has been proved that the intervention training of children with autism in community teaching is effective and stable. In the process of communicating with others, the active language becomes more active and can participate in the activities of peers. Will take the initiative to greet others, say hello, can express their needs to others, seek help, social rules awareness has increased, a certain degree of judgment, selection ability, self-protection awareness, reduced stereotypical behavior, emotional stability.
【学位授予单位】:陕西师范大学
【学位级别】:硕士
【学位授予年份】:2014
【分类号】:R749.94

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