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1.
研究者借助PRT(Pivotal Response Training)关键反应训练技术,对三例自闭症儿童进行为期一年的干预训练。干预训练包括基线期、介入期、维持期三个阶段。研究者通过SPSS19.0统计软件对三例个案在不同阶段进行差异性比较,结果显示:三例个案在基线期与介入期之间都存在显著性差异;介入期和维持期相比无显著性差异;个别案例在基线期与维持期之间存在差异。其中,案例一和案例三在维持期之后都有显著的退步现象,案例二则在维持期之后表现了较为稳定的状态。研究结果表明:PRT技术对自闭症儿童的语言干预是有效的,但是个别案例还需要进行持续性的教育干预。  相似文献   

2.
自闭症(孤独症)是一种广泛性发育障碍疾病,在众多干预自闭症的康复方法中,关键反应训练(PRT)是经过循证证实的11种干预方法之一,对自闭症儿童社交技能的提升成效显著。本实验采用单一被试的跨行为多基线实验设计方法,对自闭症儿童的社交技能展开研究。实验自变量是关键反应训练方法,因变量是被试社交技能的两个目标行为:共同注意力和识别生气、害怕的面部表情。本实验有三个阶段:基线期、干预期和维持期。最后对实验数据进行视觉分析。  相似文献   

3.
研究在分析讨论自闭儿个案基本情况的基础上,将游戏疗法、感统训练等自闭症干预技术相结合,对一例自闭症儿童实施综合干预,并从综合评定和个案行为变化等方面说明了综合干预所取得的效果。  相似文献   

4.
随着自闭症儿童的数量不断增加,社会开始关注其转衔教育问题,但我国自闭症儿童转衔教育目前仍处于探索阶段。研究者以XX成长馆三名自闭儿童为研究对象,通过对承担训练教师进行深度访谈,探讨个案在转衔教育过程中遇到的问题,并针对性地给出建立多元合作的评估体系、增强包容性、完善融合教师专业建设机制、重视家园共育等策略。  相似文献   

5.
以语言发育迟缓的自闭症儿童为个案,使用北京中康汉语言发育迟缓评价法评估研究个案的语言发育水平和阶段,并以评估结果为基础制订认知和语言干预的目标和训练方式,通过视频示范教学方法,将适合个案语言发育水平的口语表达场景、认知理解场景制作成视频,通过播放视频让其学习并实践,以此进行训练干预。研究结果表明,视频示范教学法能有效提高自闭症儿童的口语表达能力和理解能力。  相似文献   

6.
通过对重度自闭症儿童进行＂语言前技能训练、模仿训练、理解训练和表达训练＂四个阶段的语言康复训练,发现个案逐步能开口发音,呈现主动与人交往的意向,其注意力、模仿能力、社会适应能力均有所改善。此个案对自闭症儿童语言能力提高训练的可行性研究提供借鉴。  相似文献   

7.
提高高功能自闭症儿童语言应用能力的个案研究   总被引：1，自引：0，他引：1  
在对一例高功能自闭症儿童语言应用能力的训练进行个案分析的基础上,总结提高高功能自闭症语用能力的实践经验。结果表明,针对高功能自闭症儿童的语用特点,制定切实可行的语训计划,并辅之以多种适当的方法,对其进行早期干预,可以取得比较理想的效果。  相似文献   

8.
张洋 《绥化学院学报》2013,33(7):103-107
自闭症儿童部分存在不同程度的自伤性行为。文章采用个案研究方法,运用注意转移策略,对一例有自伤行为的自闭症儿童进行干预,主要采用单一被试法之倒返实验设计,将干预前后的自伤行为的发生次数做比对。干预结果表明:注意转移策略能够有效地减少个案不同动机的自伤行为,希望可以给自闭症儿童的养护和教育教学提供一定参考。  相似文献   

9.
社交沟通障碍通常是引起自闭症儿童父母关注的首要症状之一。近年来,家长介入的自闭症幼儿社交沟通疗法(Pre-school Autism Communication Therapy, PACT)在改善自闭症儿童社交沟通能力上的干预效果引起了国外研究者的广泛关注。本文旨在对PACT的理论基础、干预方法、应用效果、优缺点以及技术发展进行评介,以期为我国特殊教育学校和干预机构在提高自闭症儿童的社交沟通能力的实践中提供借鉴和启示。  相似文献   

10.
为了考察基于PASS模型的认知训练对一位潜在数学学习困难幼儿的认知能力和数学能力的影响,研究采取单一被试设计中的3个双基线A-B-A实验设计,用游戏的方式对个案进行6个月的认知干预训练,比较其在基线阶段、干预阶段和第二基线阶段的无关行为次数、要求更换游戏次数和游戏中的坚持时间是否存在显著性差异,以及PASS认知能力和数...  相似文献   

11.
This paper reports an experimental evaluation of a children's safety training programme,Kidscape, which aims to increase primary school children's ability to deal with four types of potentially unsafe situation: being bullied, being approached by a stranger, being subject to inappropriate intimacy from a known adult and to pressure from such adults to keep such intimacy secret. Assessments of children's safety awareness were carried out in three schools which used the programme, and in three matched control schools which did not, with children at two age levels, 6 years and 10 years. These assessments of children's awareness were made on three occasions: before, immediately after and 2‐3 months after the training programme for the experimental sample (60 children) and on corresponding occasions for the control sample (60 children). The results revealed a significant improvement in the safety awareness of the experimental (trained) group after training and also a significant difference between the groups, in favour of the trained group. However, an improved performance of the control (untrained) group suggests that factors other than the Kidscape programme itself may influence these differences. Age differences in children's wariness of the four safety situations are also discussed.  相似文献   

12.
This study examined the effects of training six parents to use Enhanced Milieu Teaching (EMT) with their preschool children with autism or pervasive development disabilities. A modified single subject design across the six families was used to assess the parents' acquisition and generalized use of the EMT strategies. The parents learned to use the naturalistic language intervention strategies during 24 individual training sessions in the clinic and generalized their use of the strategies to home interactions at the end of the intervention. Follow- up observations in the clinic and home observations six months after the intervention indicated that parents maintained their use of the newly-learned procedures throughout the follow-up period but at levels lower than those achieved during the clinic training. Positive effects were observed on the use of communication targets for all children and on the complexity and diversity of productive language for most children. Child effects generalized and maintained for four of six children and there was evidence of change on developmental assessments of language for five of six children. Parent satisfaction with the intervention procedures and child outcomes was high.  相似文献   

13.
This study examined the effects of training six parents to use Enhanced Milieu Teaching (EMT) with their preschool children with autism or pervasive development disabilities. A modified single subject design across the six families was used to assess the parents' acquisition and generalized use of the EMT strategies. The parents learned to use the naturalistic language intervention strategies during 24 individual training sessions in the clinic and generalized their use of the strategies to home interactions at the end of the intervention. Follow- up observations in the clinic and home observations six months after the intervention indicated that parents maintained their use of the newly-learned procedures throughout the follow-up period but at levels lower than those achieved during the clinic training. Positive effects were observed on the use of communication targets for all children and on the complexity and diversity of productive language for most children. Child effects generalized and maintained for four of six children and there was evidence of change on developmental assessments of language for five of six children. Parent satisfaction with the intervention procedures and child outcomes was high.  相似文献   

14.
Three studies that explore the usefulness and effectiveness of computers for training language skills of young children with communication disabilities are reviewed. A study of eight toddlers with Down syndrome compared traditional individual language intervention with computer-based instruction for developing comprehension of vocabulary and early grammatical patterns over a period of three months. Both approaches showed a similar, highly significant effect, indicating that computer-based intervention was as successful as traditional one-to-one language therapy.
A second study used 52 children (ages 4–10) who were enrolled in special education classes for children with severe language, learning and behavioral disabilities. The effectiveness of adding twice a week, 30-minute interactive computer language training sessions to the regular classsroom language curriculum was examined. Children showed significantly more progress in vocabulary, general language ability and social communication during the 10 week period they were receiving the computer training.
Lastly, the effectiveness of using a parent volunteer to work with toddlers on computer-based language tasks was compared with language progress when these children worked with a professional speech language pathologist. Four out of five of the children showed more progress when working with the parent volunteer.
The article concludes with a discussion of educational considerations for planning computer-based language intervention and includes a sample language lesson for the computer as well as software evaluation guidelines.  相似文献   

15.
Abstract

The purpose of this pilot study was to examine and refine an oral narrative intervention addressing personal narratives of children with autism spectrum disorder (ASD) and severe language impairment. A multiple baseline across participants design investigated the effect of the intervention on the macrostructure of personal narratives. Three five–six year olds participated in a 1:1 intervention that targeted the where, who with, what and feelings of personal narrative. Intervention included macrostructure icons, pictures, modelling and participants telling the entire narrative. Participants received training with two or three narratives each session. The intervention was effective for all three participants. Two participants showed evidence of maintenance and generalisation across settings. The results show that children with autism and severe language impairment may benefit from oral narrative intervention targeting the macrostructure of personal narrative. These results are consistent with previous findings. Areas for future research include investigation of generalisation across people.  相似文献   

16.
以两名说汉语儿童一岁至五岁长期跟踪观察所获语料为基础,运用个案研究法、自然观察法、归类法对儿童早期省略语的使用情况进行研究,结果显示：儿童在两岁左右已能正确使用主语省略、谓语省略和宾语省略,定语省略的情况极为少见。儿童省略句习得过程受语言环境、儿童语言发展阶段的制约和语速过快等因素的影响,在习得过程中存在误用现象。  相似文献   

17.
Interventions combining phonically based reading instruction with phonological training are generally effective for children with reading (decoding) difficulties. However, a minority of children respond poorly to such interventions. This study explored the characteristics of children who showed poor response to reading intervention and aimed to improve their literacy and language skills via a new theoretically motivated intervention. Twelve 8‐year‐old treatment poor responders with severe and persisting reading difficulties participated. A 9‐week reading intervention incorporating reading, phonological and vocabulary training was implemented. Before the intervention began the children showed almost no progress over 6 months of regular classroom education, on measures of oral language and literacy. Over the intervention period improvements were made on measures of reading, phonological awareness and language skills, which were maintained 6 months later. Although the intervention was effective, it should be noted that most children remained poor readers and require ongoing remediation.  相似文献   

18.
In this study we compared the abilities of chimpanzees and human children to imitatively learn novel actions on objects. Of particular interest were possible differences between chimpanzees raised mostly with conspecifics (mother-reared) and chimpanzees raised in a human-like cultural environment (enculturated). Subjects were thus 3 enculturated and 3 mother-reared chimpanzees, along with 8 18-month-old and 8 30-month-old human children. Each subject was tested over a 2-day period with 16 novel objects. The introduction of each object was preceded by a baseline period in which the subjects natural proclivities toward the object were determined. For 12 objects, a human experimenter demonstrated first a simple and then a complex novel action, instructing the subject in each case to "Do what I do" (chimpanzees were prepared for the task behaviorally as well). For the other 4 objects, demonstration of a single action took place on the first day and the subjects opportunity to imitate was delayed until the second day, 48 hours later. Actions that a subject produced in baseline were excluded from further analysis. For each analyzed action, the subject's behavior was scored as to whether it successfully reproduced (1) the end result of the demonstrated action, and (2) the behavioral means used by the demonstrator. Results showed that in immediate imitation the mother-reared chimpanzees were much poorer imitators than the enculturated chimpanzees and the human children, who did not differ from one another. Surprisingly, on the delay trials, the enculturated chimpanzees significantly outperformed the other 3 groups. We conclude from these results that a human-like sociocultural environment is an essential component in the development of human-like social-cognitive and imitative learning skills for chimpanzees, and perhaps for human beings as well.  相似文献   

19.
Time-in and time-out were used to treat inappropriate and noncompliant behaviors in a child with severe language disabilities and a child with a moderate mental disability and cerebral palsy. The target behaviors for Jeremy were compliance with first-time presented teacher instructions, elopement and aggression. Prior to intervention, archival baseline data for Jeremy suggested a compliance rate with teacher directives of approximately 9% and a high frequency of elopement and aggression. Following implementation of a compliance training package, compliance to teacher directives increased to 97% within the first week of intervention and minimal instances of elopement and aggression. Two, 24, and 40-week follow-up compliance checks yielded mean rates of 98%, 99%, and 98% respectively and no elopement or aggression. Reduction in object tossing behaviors was targeted for Jenny. Archival baseline, indicated through parent report, suggested tossing rates of 80% of the times objects were in hand. Frequency of object tossing behavior decreased to a near-zero level during intervention. The use of this intervention package with children in an effort to deter future chronic noncompliance and inappropriate behavior is discussed. © 1997 John Wiley & Sons, Inc.  相似文献   

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