社区化教学对孤独症儿童社交能力提升的研究

Research on the Improvement of Social Communication Ability of Children with Autism by Community Teaching

为了解社区化教学对孤独症儿童社交能力的影响,对2名孤独症儿童进行社交能力训练。采用孤独症治疗评估量表,对个案组和对照组进行前后测量结果的比较,结合家长和教师访谈开展研究。结果表明,训练后,研究对象的社交后测分数低于前测,且个案组与对照组差异显著;质性研究结果显示孤独症儿童社交能力有所提升。因此,在社区化教学中进行社交能力训练,有利于孤独症儿童接触社会、建立社会自我,从而更好地提升社交能力。

In order to understand the impact of community-based teaching on the social communication ability of autistic children, the social interaction training of two autistic children in community-based teaching was conducted. Using the Autism Treatment Evaluation Checklist, the case group and the control group＇s scores before and after the intervention were compared combined with the interviews with parents and teachers. After the intervention training, the test scores were lower than those in the previous test, and the difference between the case group and the control group was significant. The results of qualitative research show that autistic children have improved social communication skills after intervention training. Therefore, social interaction ability intervention training in socialized teaching is conducive to the social development of children with autism, so as to improve social communication ability.