根据多式模式的方法预测自闭症幼儿园儿童的学术和社会技能
Boin Choi1,2, Haeun Lee3, Laura Kuhn4
1Department of Special Education, Ewha Womans University, Seoul, South Korea.
概括
执行功能对于自闭症儿童的学业和社会成功至关重要. 有针对性的EF干预可以提高自闭症谱系障碍 (ASD) 的幼儿的学校准备和发展.
科学领域:
- 神经科学
- 发展心理学
- 儿童精神病学
背景情况:
- 执行功能 (EF) 对于目标导向行为至关重要,并且在自闭症儿童中存在差异.
- 在神经典型儿童中,EF与学术/社会结果之间的联系已经确立,但在自闭症谱系障碍 (ASD) 中,人们对此不太了解.
- 这项研究研究了EF与ASD口语流利,认知能力强的幼儿园儿童的学术和社会技能之间的关系.
研究的目的:
- 研究自闭症儿童执行功能与学业成绩之间的关联.
- 探索自闭症儿童执行功能与社会技能之间的关系.
- 在ASD的背景下使用多模式评估方法来评估执行功能.
主要方法:
- 在67名自闭症儿童 (4至6岁) 的长度研究中,从幼儿园入学到退学.
- 包括电脑化电池,行为观察和家长报告在内的多模式EF评估.
- 评估学术成绩 (标准化评估) 和社会技能 (家长报告),对年龄,性别和非语言智商进行控制.
主要成果:
- 计算机化EF测量显著预测数学成绩并发和纵向.
- 父母报告的EF困难与当前和以后的同龄人游戏挑战相关.
- 多模式环境评估提供了对自闭症发育结果的全面了解.
结论:
- 执行功能对于自闭症儿童进入学校的成功至关重要.
- 有针对性的EF干预可以显著改善自闭症幼儿园儿童的学术和社会发展.
- 对于对ASD关键发育结果的理解,使用多重测量方法对EF评估至关重要.
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