摘要
为考察特殊儿童假装游戏的教学干预效果,探究影响干预效果的相关因素,对18项单一被试研究进行了元分析,采用提高率差异和非重叠对占比考察干预的整体效果以及假装游戏类型、被试特征、干预方案对干预效果的影响。结果发现,教学干预能够在中等程度上提高特殊儿童的假装游戏水平,干预对替代行为的促进作用显著高于对功能性假装、连续假装行为和语言假装的促进作用;4岁及以上年龄组的干预效果显著优于4岁以下组;每次干预时长、干预次数和累计干预强度会对干预效果产生影响。
In order to investigate the effect of teaching intervention of special children pretend game and explore the related factors influencing intervention effect, this paper conducts a meta-analysis of 18 single-subject studies, using improvement rate difference(IRD) and non-overlap of all pairs(NAP) to investigate the overall effect of the intervention and the influence of pretend game type, subject characteristics, and intervention program on the intervention effect. The results show that the teaching intervention could improve the level of pretend play in special children to a moderate extent, and the promotion effect of intervention on alternative behavior is significantly higher than that of functional pretend, continuous pretend and language pretend;the effect of intervention in the age group of 4 years and above is significantly better than that in the age group under 4 years. The duration of each intervention, the frequency of intervention and the cumulative intensity of intervention will affect the effect of intervention.
作者
高洁
黄翠萍
GAO Jie;HUANG Cuiping(Faculty of Education,Shaanxi Normal University,Xi'an 710062;Qinzhou Kindergarten Teachers College,Qinzhou Guangxi 535000)
出处
《现代特殊教育》
2022年第16期32-39,共8页
Modern Special Education
基金
陕西师范大学2021年度基础教育研究项目“乐高游戏治疗在融合幼儿园自闭症幼儿干预中的应用研究”(JCJY2021012)研究成果。
关键词
假装游戏
特殊儿童
教学干预
元分析
pretend play
special children
teaching intervention
meta-analysis
