摘要
为了解同伴介入式游戏对孤独症幼儿社交沟通的影响,本研究采用单一被试撤回设计进行研究,应用同伴介入式游戏,对一名就读于普通幼儿园中班的孤独症幼儿进行20次干预。研究结果为:(1)同伴介入式游戏能够增加孤独症幼儿社交沟通的频次,对孤独症幼儿社交沟通能力的发展有促进作用。(2)同伴介入式游戏能够促进孤独症幼儿各种社交沟通与互动的发展,但效果具有差异性。研究还对学前融合教育游戏设计以及正常同伴对孤独症幼儿的影响进行了阐述。
This study adopted peer-mediated play intervention on social communication with young children with autism and typical peers by using single subject withdraw design. A child with autism received 20 sessions of peer-mediated play intervention at a normal kindergarten. The results show ： （ 1 ） peer-mediated play intervention increases the frequency of social communication and （2） peer-mediated play intervention improves different types of social communication with differing effects. The article also discussed the implications to play design in preschool inclusive settings and impact of typical peers.
作者
郑群山
胡晓毅
刘全全
ZHENG Qunshan HU Xiaoyi LIU Quanquan(Beijing Normal University Beijing 100875 Guangzhou Zhiming Special Education School Guangzhou 511363)
出处
《现代特殊教育》
2017年第8期33-40,共8页
Modern Special Education
基金
教育部委托课题“特教学校中的孤独症儿童教学模式研究”的阶段性成果
关键词
孤独症
社交沟通
同伴介入
游戏
autism social interaction peer-mediation games
