鹰架式语言教学训练对高功能孤独症儿童的影响

Effects of Instructional Scaffolding Training for Language in Children with High-functioning Autism

目的探讨鹰架式语言教学训练对高功能孤独症儿童的影响。方法将22名高功能孤独症儿童随机分配到实验组和对照组,并以一对一的方式对实验组被试进行3个月的鹰架式语言教学训练,对干预前后两组的语言、社交沟通、游戏等方面进行评定。结果实验组被试平均句子长度(MLU)的增加值显著高于对照组(t=3.45,P<0.01);两组被试在社交沟通、游戏等方面的变化并没有显著差异。结论鹰架式语言教学训练能改善高功能孤独症儿童的语言能力。

Objective To explore the effects of instructional scaffolding training for language in children with high-functioning autism in chinese native environment. Methods Twenty two subjects were randomly assigned to experimental group and control group. The eleven subjects in experimental group were taught by teacher individually using the instructional scaffolding training for language for three months. Mean length of utterance, social communication, play and other aspects before and after intervention were compared. Results Compared to control group, the subjects in experimental group showed significantly higher improvement in MLU （ t = 3.45, P 〈 0.01 ）. Two groups of subjects showed no differences in social communication,play and other aspects. Conclusion The instructional scaffolding training for language can enhance the language of children with high-functioning Autism.