视频提示法提升孤独症学生日常生活技能的研究综述

A Review of the Use of Video Prompting to Improve the Daily Living Skills for Students With Autism Spectrum Disorder

视频提示法是录像示范法延伸出来的一种干预方法,契合了孤独症学生的认知加工特点,在日常生活等技能的教学中具有独特优势。对2011年至2022年国外运用视频提示法干预孤独症学生日常生活技能的实证研究进行归纳梳理,发现视频提示法能有效减轻学生的注意和记忆负担,提高其学习效率,促进不同程度孤独症学生习得日常生活技能;现有研究存在干预对象年龄段分布不均衡、视频要素使用单一、维持期和泛化效果难以保证等现象。建议研究者进一步关注视频提示法干预的长远效果、重视低龄孤独症学生的干预、合理选择视频示范者并灵活切换展示视角、促进干预情景生活化与实施者多元化并辅以其他策略提升干预效果。

Video prompting is an intervention method that extends from video modeling method,which fits the cognitive processing characteristics of students with autism spectrum disorder,and has unique advantages in the teaching of daily living skills and other abilities.By summarizing and reviewing empirical studies on the use of video prompting interventions for improving daily living skills of autistic students from 2011 to 2022,the findings are as follows:(1)Video prompting can effectively reduce students’attention and memory load,improve learning efficiency,and facilitate the acquisition of daily living skills for students with different degrees of autism.(2)The existing researches exhibit phenomena such as imbalanced age distribution among intervention subjects,single use of video elements,and difficult guarantee of the maintenance period and generalization effects.It is suggested that researchers should pay more attention to the long-term effects of video prompting intervention,pay attention to the intervention for younger students with autism,choose appropriate video demonstrators and flexibly switch demonstrative perspectives,promote the integration of intervention scenarios into daily life and diversify intervention implementers,and adopt other strategies to improve the effect of intervention.