摘要
选取两名自闭症儿童作为研究对象,通过五个月的自然环境实验教学设计,探讨以结构化教学法为主要训练法对自闭症儿童认知能力发展的影响。研究发现:结构化教学对于自闭症儿童的认知发展有较为明显的作用,两名个案在结构化教学的干预下,认知水平都得到明显的进步,尤其在理解指令和情绪稳定方面效果更为显著。由于研究是在自然环境中进行,对于研究设计方面无法做到如实验室环境中对研究变量控制,因此本研究还需要进一步完善。
This study selected two children with autistic spectrum disorders as objects to explore the development of the cognitive abilities of children with autism by using TEACCH as the main training method through a five months＇ experimental teaching design in the natural environment.The study found that TEACCH was effective for the autistic children＇s cognitive development and that the cognitive level in the two cases in structured teaching intervention has been significantly improved,particularly in understanding instructions and emotional stability.However,this study is conducted in the natural environment,and the study design such as controlling research variables in the laboratory environment can not be controlled.Therefore,the study still needs further improvement.
出处
《教育与教学研究》
2014年第8期122-126,共5页
Education and Teaching Research
关键词
结构化教学法
自闭症儿童
认知能力
自然环境实验
Treatment and Education of Autistic and Related Communication-Handicapped Children（TEACCH）
children with autistic spectrum disorders
cognitive ability
natural environment
