直接观察到的感官反应差异与自闭症儿童的课堂行为之间的关系
Hannah Marcham1, Teresa Tavassoli2
1Hannah Marcham, Bsc, Msc, is Doctoral Researcher, School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom; h.marcham@pgr.reading.ac.uk.
概括
自闭症儿童的感官反应能力差异与课堂行为有关. 特别是低活性,可能会显著影响学习,建议量身定制的职业治疗干预措施.
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
- 职业治疗是一种职业疗法.
背景情况:
- 感官反应能力的差异是自闭症谱系障碍 (ASD) 的标志.
- 这些感官差异对课堂学习行为的具体影响需要进一步调查.
研究的目的:
- 检查自闭症儿童感官反应变化和可观察的课堂行为之间的关系.
- 使用直接观测方法来评估这种联系.
主要方法:
- 在两个特殊教育需求学校进行了相关研究.
- 参与者包括53名5至18岁的儿童,临床诊断为自闭症.
- 通过神经发育差异的感官评估来测量感官反应性,并通过儿童行为评估-第二版学生观察系统来评估课堂行为.
主要成果:
- 总感官反应能力差异与阻碍学习的行为有显著的正相关性 (r = .31,p < .05) 和与促进学习的行为有负相关性 (r = - .38,p < .05).
- 具体而言,低活性与阻碍学习的行为正相关 (r = .28,p < .05),与促进学习的行为负相关 (r = -.31,p < .05).
- 没有发现过度反应或感官寻找行为与课堂行为之间存在显著的相关性.
结论:
- 研究结果表明,自闭症儿童的感官反应能力差异,特别是低活性,与课堂行为之间存在显著联系.
- 这些结果强调了在自闭症的教育和治疗干预中考虑感官处理的重要性.
- 需要在特殊教育环境中使用观察措施进行进一步的研究.
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