在自闭症患者中阅读理解的提高
Meagan Beckerson1, Courtney Paisley2, Donna Murdaugh3
1Department of Psychology, College of Arts and Sciences, University of Alabama at Birmingham, Birmingham, AL, United States.
Frontiers in psychiatry
|April 2, 2024
概括
视觉化和语言化 (V/V) 干预改善了阅读理解能力较差的自闭症儿童的阅读理解能力. 语言记忆也成为这群人阅读成功的关键因素.
科学领域:
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
- 语言和识字的研究研究.
背景情况:
- 自闭症儿童经常表现出"不一致的理解能力差"的特征,在解码方面表现出色,但在阅读理解方面扎.
- 以前的研究强调了词汇,记忆和社会功能在阅读理解中的作用.
- 具有这种特征的自闭症儿童阅读理解的预测者和调节者需要进一步调查.
研究的目的:
- 评估视觉化和语言化 (V/V) 干预措施对自闭症儿童的有效性,这些自闭症儿童有不一致的阅读理解能力差.
- 为了比较干预组和等候名单对照组之间的阅读理解增长.
- 探索自闭症儿童阅读理解的认知预测因素和调节者.
主要方法:
- 一个准实验性设计,比较一个干预组 (AUT-EXP,n=22) 和一个等候名单对照组 (AUT-WLC,n=17) 的自闭症儿童 (8-13岁) 阅读理解困难.
- 一个非自闭症的对照组 (非AUT,n=26) 被纳入用于比较.
- 在干预前和后进行认知评估,以分析阅读理解的预测因素和调节因素.
主要成果:
- 干预组 (AUT-EXP) 从测试前到测试后的阅读理解表现显著改善 (t(21) =4.19,p<.001,d=.89).
- 等候名单对照组 (AUT-WLC) 没有显著提高阅读理解能力.
- 口头记忆显著预测了阅读理解,但小组状态并没有缓和这种关系.
结论:
- 视觉化和语言化 (V/V) 干预措施显示了增强自闭症儿童阅读理解能力的前景,这些儿童的阅读理解能力不一致.
- 提高口头记忆可能提供一种间接的途径,以提高这种特征的自闭症儿童的阅读理解.
- 进一步的研究应该探索针对口头记忆的有针对性的干预措施,以支持自闭症学习者阅读理解.
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