在亲子共享阅读期间使用提示对轻度自闭症儿童语言发展的影响
Yang Dong1, Jianhong Mo2, Bingqing Gong3
1Department of English, Hainan University, Haikou, China.
Journal of autism and developmental disorders
|January 11, 2025
概括
用字面提示 (LPs) 和推理提示 (IPs) 分享阅读书籍可以提高自闭症儿童的语言技能和情绪因素. IP增强阅读和听力,而LP则改善情感发展.
科学领域:
- 发展心理学 发展心理学
- 特殊教育 特殊教育
- 语言学的语言学.
背景情况:
- 共享阅读 (SBR) 增强了儿童的语言和认知能力.
- SBR为自闭症儿童提供了沟通机会.
- 在SBR中特定提示类型对自闭症儿童的影响需要进一步研究.
研究的目的:
- 检查SBR中的字面提示 (LPs) 和推理提示 (IPs) 如何影响轻度自闭症儿童的语言发展.
- 评估LP和IP对该群体语言学习相关的情感因素的影响.
- 为了比较LP和IP对各种语言技能的不同影响.
主要方法:
- 187名轻度自闭症的中国儿童被随机分配到LP,IP或对照组.
- 实施了为期12周的SBR干预.
- 在干预之前和之后评估了语言技能和情感因素.
主要成果:
- 无论是LP还是IP,都对轻度自闭症儿童的语言技能和情感因素产生了积极的影响.
- 专业知识产权显著改善了汉语单词的阅读和听力理解.
- 在培养与语言学习相关的情感因素方面,LP更有效.
结论:
- 基于提示的SBR对轻度自闭症儿童的语言和情感发展有益.
- 提示类型的选择 (LP与IP) 可以根据特定的语言技能或情感因素进行定制.
- 研究结果支持将有针对性的提示纳入自闭症儿童的SBR干预措施.
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