摘要
自闭症儿童在社会交往中存在障碍,其中一个表现就是他们无法正确反应别人的情绪,在社交场合中缺乏同理心的表达,无法建立友谊。文章采用单一受试研究法中多基线跨被试的实验设计,针对3名自闭症儿童,采用故事脚本,运用娃娃或木偶通过假扮难过或疼痛引发同理的情境,并采用故事脚本及口语提示系统和强化方式结合的包裹式干预方法教导自闭症儿童的同理心表达。研究结果表明此教学方法对自闭症儿童同理心表达的教学成效显著,且有较好的维持和泛化效果。
Autistic children have difficulties in social interaction,one of which is their inability to correctly respond the emotions of others,their lack of empathy expression in social situations and their inability to establish friendships.This study adopts multiple baseline cross subjects experimental design in the single-subject research method.Aiming at 3 autistic children,the study uses story script with dolls or puppets to trigger situations of empathy by pretending to be sad or in pain,and the wrapped intervention method of story script,oral prompt system and reinforcement is used to teach the empathy expression of autistic children.The results show that this teaching method is effective in the teaching of empathy expression for autistic children,and has a good maintenance and generalization effect.
作者
邵伟婷
李柏芝
凤华
唐仕元
SHAO Weiting;LI Baizhi;FENG Hua;TANG Shiyuan(Central China Normal University,Wuhan,Hubei,430079;Shenzhen Funan Primary School,Shenzhen,Guangzhou,518033;Graduate Institute of Rehabilitation Counseling,National Changhua Normal University,Changhua,Taiwan,50074;Chongqing Key Laboratory of Psychological Diagnosis and Educational Technology for Children with Special Needs,School of Education,Chongqing Normal University,Chongqing,401331,China)
出处
《教育与教学研究》
2022年第2期105-118,共14页
Education and Teaching Research
基金
重庆市特殊儿童心理诊断与教育技术重点实验室2019年度开放课题“桌面游戏教学对智力障碍儿童社交技巧教学成效研究”(编号:CSTJ2019-K07)。
关键词
自闭症儿童
同理心表达
提示系统
强化
autistic children
empathy expression
wrapped intervention method
prompt system
strengthen
