在ASD中找到共同点的途径
Einat Karin1, Nirit Bauminger Zviely1, Yael Estrugo1
1Faculty of Education, Bar-Ilan University, Ramat-Gan, Israel.
概括
患有自闭症谱系障碍 (ASD) 的儿童建立共同点 (CG) 的效率低于同龄人. 词汇和思维理论 (ToM) 支持CG发展,建议干预目标,以改善ASD的沟通.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 语言学的语言学.
背景情况:
- 有效的沟通和社会互动的共同基础 (CG) 是必不可少的.
- 了解自闭症谱系障碍 (ASD) 中的CG生成对于开发有针对性的干预措施至关重要.
- 以前的研究还没有完全阐明在ASD中CG形成的潜在认知机制.
研究的目的:
- 为了比较ASD儿童和青少年之间的CG生成与神经类型对照.
- 在同行互动期间调查心理理论 (ToM) 和词汇在CG形成中的作用.
- 探索潜在的干预策略,以加强ASD中的CG获取.
主要方法:
- 84名患有自闭症儿童/青少年和56名对照组 (6-16岁) 参与了二度性游戏任务.
- 结构化任务,旨在在模两可的环境中探讨CG制作.
- 路径分析用于检查ToM和词汇对CG有效性的贡献.
主要成果:
- 无论是ASD还是对照二都自发生成了CG.
- 控制对应物更有效,以更快的速度和更少的词语实现共同的概念化.
- 年龄和CG指标显示出相关性,表明CG随时间的变化.
- 词汇和ToM独立地对CG有效性做出了贡献.
结论:
- 患有自闭症的孩子比他们的神经类型同龄人更低效地产生共同点.
- 词汇和思维理论是影响CG有效性的关键认知因素.
- 结果支持开发针对ASDCG获取的干预措施,以改善日常生活参与和沟通.
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