提醒提示层次结构提高了自闭症儿童和语言延迟儿童的响应能力:一个单一案例设计研究
Rebekah Bosley1,2, Susan J Loveall2,3, Karen Kate Kellum4
1Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, IL, United States.
Frontiers in psychology
|November 11, 2024
概括
在RECALL干预改善了语言延迟的自闭症儿童的参与度和有意义的反应. 虽然并非所有措施都得到改善,但这项研究显示,这种修改后的对话式阅读方法具有前景.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 语音语言病理学 语音语言病理学
背景情况:
- 对话式阅读可以提高幼儿的语言和识字能力.
- 自闭症儿童在阅读活动中经常面临参与和沟通方面的挑战.
- 以前的研究表明,需要修改干预措施来支持自闭症儿童的参与.
研究的目的:
- 评估RECALL的有效性,这是一种修改的对话式阅读干预,用于语言延迟的自闭症儿童.
- 评估RECALL对儿童阅读反应能力和阅读过程中的反应质量的影响.
- 检查响应类型 (语言与非语言) 和启动行为中的变化.
主要方法:
- 参与者设计的多重基线被用于6名儿童 (3-6岁) 语言延迟,有或没有自闭症.
- 这项干预涉及RECALL,它结合了最低至最高提示层次和视觉提示卡.
- 数据收集的重点是儿童的反应能力,有意义的正确反应,反应类型和启动行为.
主要成果:
- 与基线相比,儿童在RECALL干预期间表现出更强的反应能力,并产生了更有意义的正确反应.
- 观察到响应类型 (语言与非语言) 的转变,尽管模式在个体上有所不同.
- 干预并没有持续地提高对成年人注意力或暂停启动的响应能力.
结论:
- 提醒是一个有前途的干预措施,以提高语言延迟的自闭症儿童的参与度和有意义的反应.
- 该干预措施在修改响应类型方面的有效性表明了改善沟通技能的潜力.
- 需要进一步的研究来探索干预对社会互动和启动行为的影响.
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