运用同伴介入法提升学龄孤独症儿童社交能力的研究

Improving Social Skills of a Child with Autism by Peer-mediated Intervention

为了考察同伴介入法在干预学龄孤独症儿童社会交往能力方面的有效性,本研究采用单一被试之跨情境的多基线设计,对一名在特殊教育学校就读的9岁中度孤独症儿童进行同伴介入的干预。研究结果表明:同伴介入法能有效提升个案在社会交往中互动发起和互动回应的行为。此外,本研究为未来开展同伴介入的研究与实践干预提出实施建议。

In order to investigate the effectiveness of the peer intervention of social skills in school - age children with autism, a 9 - year - old child with autism who studies in a special education school was intervened by the peer - mediated intervention, based on the single - case multiple - baseline design across settings. The results show that ： the peer - mediated intervention can effectively improve the active interaction and the feedback of the social interaction. In addition, some suggestions are put forward to conduct the future research and practice of peer - mediated intervention.