基于心理图像的程序对改善ASD儿童工作记忆的有效性,包括在课堂上
1Special Education, Umm Al-Qura University, Mecca, Saudi Arabia.
Applied neuropsychology. Child
|December 17, 2023
概括
心理图像训练显著改善了自闭症谱系障碍 (ASD) 儿童的工作记忆. 与对照组相比,干预组显示出更好的数字,语言和视觉记忆性能.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 自闭症谱系障碍 (ASD) 是一种影响社会互动和沟通的神经发育状况.
- 工作记忆 (WM) 缺陷在ASD儿童中很常见,影响学业表现.
- 包容性的课堂环境为支持自闭症儿童带来了独特的挑战.
研究的目的:
- 评估心理图像程序的有效性,以提高ASD儿童的工作记忆.
- 将接受干预的ASD儿童与对照组的工作记忆表现进行比较.
- 评估干预对数值,语言和视觉记忆组件的影响.
主要方法:
- 一个准实验性设计,涉及30名儿童 (年龄为7-8岁),在包容性的小学环境中被诊断出ASD.
- 参与者被分配到干预组 (心理图像程序) 或对照组.
- 使用SPSS 23.00进行干预前后收集工作记忆的定量数据,并使用T测试进行分析.
主要成果:
- 与对照组相比,干预组在工作记忆方面的测试后得分明显更高.
- 在接受心理图像训练的儿童的数值,语言和视觉记忆中观察到特定的改善.
- 测试分析证实了两组测试后工作记忆测量之间的统计学上显著差异.
结论:
- 基于心理图像的干预措施可以有效地改善ASD儿童在包容性教室中的工作记忆.
- 有针对性的工作记忆训练可能会增强对ASD儿童学业成功至关重要的认知功能.
- 这项研究支持整合特定的认知训练计划,以解决ASD儿童的工作记忆挑战.
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