特殊型语言障碍儿童的接受性语言干预研究进展及启示

Characteristics and Theoretical Explanations of Sensory Abnormalities in Children With Autism Spectrum Disorder

特殊型语言障碍儿童在接受性语言方面存在的困难会对其识字、阅读以及社会交往产生不利影响。对2008年以来国内外有关特殊型语言障碍儿童接受性语言的干预研究进行梳理和归纳发现,关于特殊型语言障碍儿童接受性语言干预的实证研究对象以5—9岁儿童为主;研究设计主要采用对照实验设计,少部分采用单一被试实验设计和个案研究;干预方法和干预内容主要以隐性干预和显性干预两类为主,旨在提升特殊型语言障碍儿童的词汇理解、形态语法和综合语用能力;在干预效果方面,隐性干预的即时性效果较为显著,隐性干预联合显性干预的维持性效果较为显著,互动语言教学能较为有效地改善儿童的接受性语言能力。未来应进一步拓展干预研究范围,提升干预研究的科学水平;重视家长互动参与,增强早期语言适应性;加快特殊型语言障碍儿童接受性语言干预的本土化研究进程。

Sensory abnormalities are more common in children with autism spectrum disorder.Their severity is positively correlated with the severity of autism symptoms,and they contribute to the early identification of autism.Based on vision,hearing,tactus and multisense,this paper integrates and sorts out the common characteristics of sensory abnormalities in children with autism spectrum disorder,then finds that children with autism have visual search advantages and abnormal visual attention,insufficient response to speech and sound,delayed tactile responses,and multi-sensory integration defects such as audiovisual and visual-haptic,etc..The theoretical explanations for sensory abnormalities in individuals with autism spectrum disorder from existing studies are collated,including the Attentional Disengagement Hypothesis,the Intense World Theory,Decreased Signal-to-noise Hypothesis,Temporal Binding Deficit Hypothesis,Bayesian Perception Theory and Predictive Coding Hypothesis.