摘要
自闭症儿童的教育问题越来越受社会关注,而其语言沟通能力直接影响着自闭症儿童社会沟通交流的效度,以及他们的表达能力与理解能力,家长与教师对此都很积极的关注,如何训练自闭症儿童的语言沟通能力,成为亟待解决和深入发展的问题。调动家长与教师参与并实施本研究,使学校教育与家庭教育结合起来对个案进行语言沟通训练,采用情境教学的策略干预训练一名高功能自闭症儿童,并以比较训练前后结果、访谈、资料分析等方式,对实施计划进行评鉴,探讨家校结合的教学模式以及情境教学策略对自闭症儿童语言沟通行为的干预效果及启示。
以生态环境理论为基础,通过语言系统、语言习得模式等角度对自闭症儿童语言沟通能力进行分析,发现自闭症儿童语言沟通能力的不足之处;结合国内外资料,调整编制语言评估表;据儿童语言发展顺序与特点,个案基本情况以及个别化教育计划与语言沟通能力的特点,访谈家长与教师了解个案生活经验,设计语言沟通训练计划;运用情景教学策略实施教学训练;借鉴语用行为交流表从个案言语倾向、言语行为进行评估。
结果表明:一、情境教学策略增进高功能自闭症儿童语言沟通能力,使个案主动地在各种情景中进行交流;二、情境教学策略加快高功能自闭症儿童语言沟通能力的内化效果,使个案能较好的理解外界信息,表达自己的各种需求;三、家校结合的教学模式能有效维持高功能自闭症儿童语言沟通能力的效果,使个案将所学内容很好的表现,且能在生活中自如的表达,有助于问题行为的减少;四、家长对本研究的设计都表示肯定的态度,而且都表示有学习到情境教学策略,同时表示愿意继续使用家校结合的教学模式训练个案的语言沟通能力。
Autistic children education is increasingly influenced by social concerns, but their language communication skills directly impact the effectiveness of their communication with society, as well as their abilities of comprehension and expression, which draw great attention from both parents and teachers, it becomes a urging issue on how to train autistic children’s language communication skills. This study attempts, through the parents and teachers working together, to train autism’s verbal communications. Parents and teachers are getting self-growth in the training process. Parents and teachers are motivated to participate in implementing this study. School and home education are combined to conduct the language communication training, using situational teaching method to intervene a highly functional autistic child. Through comparing the results, interviews and trainings and data analysis, etc., this study evaluates the implementation of the plan and discusses the effects and implications of this teaching method and strategy for conducting language communication training for the autistic children.
According to the ecological environment theory as a basis, through the language system, language acquisition mode perspective on autistic children language communication skills for analysis, finds autistic children language communication skills deficiencies; combined with domestic and international information, adjust the language assessment table; according to the order of children's language development and characteristics, basic statistics on individual cases, as well as educational programs and language communication capabilities, features, interviews with parents and teachers learn about life experience of the case, design language training program; use of situational strategies enforcement training; Reference on the pragmatic behaviors AC table assessment cases verbal tendency, speech acts .
Results indicate that: (1) situational teaching strategy improve highly functional with autism verbal communication skills, make cases actively in various scenarios intercommunion; (2) situational teaching strategies speed up the highly functional autistic children’s language communication skills of internalization effect, so that case can better understand the external information, express his needs; (3) family and school education combined remains highly functional autistic children’s language communication skills retention effect, the case will study very good performance, and can be freely expressed in life, help to reduce behaviors problem; (4) parents have represented a positive attitude to the research design, and have represented learning to teaching strategies, both parents expressed their willingness to continue to use the family and school education combined training cases of verbal communication skills.
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