社会故事绘本教学改善孤独症儿童打招呼和分享行为的干预研究

An Intervention Study of Improving Autistic Children's Greeting and Sharing Behavior by Means of Teaching with Social Story-Based Picture Books

针对孤独症儿童的视觉学习优势,以视觉支持为特征的社会故事绘本教学得到广泛应用,但是该方法对孤独症儿童社交行为的干预效果有待进一步验证。本研究选取三名孤独症儿童为研究被试,设计"打招呼"和"分享玩具"社会故事绘本,采用跨行为多基线设计,开展社会故事绘本教学干预实验。研究结果发现,社会故事绘本教学能明显改善三名孤独症儿童的打招呼和分享行为,对社交行为的陈述性规则的学习效果优于程序性行为的干预效果,对孤独症儿童主动性社交行为的干预效果不明显。

Since autistic children have an advantage in visual learning, teaching with social story-based picture-books characterized by ＂visual support＂ has been widely used, but the effect of this method on these children＇ s social behavior needs to be further verified. This study, based on a survey of three autistic children, who were asked to learn with social story-based picture-books involving ＂greeting people＂ and ＂sharing toys with others＂ under the single-subject multiple baseline across behavior design, aims to probe into the effect of teaching with social story-based picture-books on autistic children＇s social behavior. The results indicate that the teaching with social story-based picture-books can significantly improve the autistic children＇s social behavior by ＂greeting people＂ and ＂sharing toys with others,＂ and that they have a better learning effect on the children＇s declarative rules than on their procedural behavior, though they have no significant effect on the children＇ s initiative social behavior.