儿童对教师的社会偏好与自闭症包容教室的同龄人相比:客观的视角
Madison Drye1, Chitra Banarjee1,2, Lynn Perry1
1Department of Psychology, University of Miami, Miami, Florida, USA.
概括
患有自闭症谱系障碍 (ASD) 的孩子更喜欢与教师接触,而不是在学前班的同龄人. 这凸显了改善ASD儿童与同龄人之间的社会互动的干预措施的必要性.
科学领域:
- 儿童心理学 儿童心理学
- 发育障碍研究 发育障碍研究
- 教育包容性研究 教育包容性研究
背景情况:
- 与典型发育 (TD) 儿童相比,患有自闭症谱系障碍 (ASD) 和其他发育障碍 (DD) 的儿童在包容性学前教育中同龄人参与度较低.
- 关于自闭症儿童如何与教师互动,以及这与同行互动相比,客观数据是有限的.
研究的目的:
- 量化和比较儿童在包容性的学前教育环境中对教师和同龄人的社会偏好.
- 客观地测量ASD,DD和TD儿童的儿童-教师和儿童-同龄人互动动态.
主要方法:
- 超过750个小时的儿童和教师位置和方向在八个包容性学前班级中被跟踪.
- 社会接触速度和社会接触时间被计算出来,以评估社会偏好.
- 研究人员对患有自闭症,DD和TD的儿童进行了比较,以及他们与老师和同龄人的互动.
主要成果:
- 患有自闭症的孩子比TD的孩子更快地接近老师,但不是同龄人.
- 教师更快地接近患有自闭症的孩子,而同龄人更慢地接近他们.
- 与TD儿童相比,ASD儿童与同龄人社交接触的时间较少,但与教师的时间相似.
结论:
- 患有自闭症的孩子更倾向于与老师相处,而不是同龄人.
- 这些发现强调了基于课堂的干预措施的重要性,以促进ASD儿童与同龄人的互动.
- 在DD和TD儿童之间没有观察到社会偏好的显著差异.
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