社会故事教学对自闭症儿童社会互动干预的单一被试研究

A Single Subject Study on Social Interaction of Autistic Children by Social Story Teaching

自闭症儿童社会互动缺陷不仅影响到其整体社会交往能力的提高,而且制约其社会适应行为的发展。社会故事教学作为一种认知本位的社会能力介入法,符合自闭症儿童视觉学习优势的特征,已成为有效的循证实践研究方法之一。研究以1名自闭症儿童为被试,撰写4则社会故事,采用单一被试研究A-B-A-B撤除实验设计,并附加追踪期,开展社会故事教学研究。研究结果发现,社会故事教学对自闭症儿童的社会互动干预具有立即成效、维持成效和社会效度,对主动发起行为和回应行为的改善具有相似优势,自闭症儿童语言、动作类互动的干预效果优于眼神、组合型互动的干预效果。

The social interaction problem of children with autism is not only detrimental to the improvement of their overall social communication ability, but also seriously hamper the development of their social adaptation behavior. Social story teaching is a cognition-based method, which is consistent with the characteristics of visual learning advantage of children with autism, has become one of the effective research methods of evidence-based practices. With an autistic child chosen as the subject and four social stories written, a single subject experiment is carried out by using a withdrawal design plus an additional period. It is found out that social story teaching has immediate, lasting and social effects in interfering with the social interaction of autistic children, as well as similar advantages in the improvement of initiation and response. The intervention effect of language and action interaction of autistic children is better than that of eye and combination interaction.