叙述干预与策略指导对自闭症儿童听力和阅读理解的影响
Trina D Spencer1, Megan S Kirby2
1Juniper Gardens Children's Project, Department of Applied Behavioral Science, University of Kansas, 444 Minnesota Ave. Suite 300, Kansas City, KS 66101, USA.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
概括
叙述性干预改善了自闭症儿童的听力和阅读理解能力. 使用故事语法图标的明确策略指导是提高这些学生的重述能力和整体学术支持的关键.
科学领域:
- 发展心理学
- 特殊教育
- 应用语言学
背景情况:
- 患有自闭症谱系障碍 (ASD) 的儿童通常需要专门的支持来理解学术.
- 研究表明,口头叙述与听力和阅读理解能力之间有很强的联系.
- 基于叙述的技能提升是改善自闭症儿童理解的潜在干预策略.
研究的目的:
- 对自闭症儿童的听力和阅读理解技能的叙述性干预计划的影响进行调查,包括明确的策略指导.
- 评估这种干预措施对自闭症儿童在阅读新故事后重新讲述能力的有效性.
主要方法:
- 使用多个基线跨参与者的单个病例实验设计.
- 四名被诊断为自闭症的7岁和9岁儿童参与了这项研究.
- 行为治疗师单独管理叙事干预, 包括故事语法图标的明确指导.
主要成果:
- 所有参与者在干预后的听力和阅读能力都显著改善 (TauU ES范围=0. 64-1. 15).
- 持续使用故事语法图标策略与参与者最大的好处有关.
- 在删除图标后,四分之三的参与者在理解测量中保持了比基准水平高的表现.
结论:
- 叙述性干预与明确的策略指导是增强自闭症儿童听力和阅读理解的有效方法.
- 使用故事语法图标作为脚手架工具是有益的,特别是在扩展应用时.
- 这种干预方法有望支持自闭症谱系障碍儿童的学业成功.
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