中国康复理论与实践 ›› 2022, Vol. 28 ›› Issue (12): 1452-1458.doi: 10.3969/j.issn.1006-9771.2022.12.010

• 应用研究 • 上一篇    下一篇

低语言功能孤独症儿童操作类游戏活动中轮流交替互动行为研究

苑可馨1,2,费知行3,陈思齐1,张雪茹1,李萍4,刘巧云1()   

  1. 1.华东师范大学康复科学系,上海市 200062
    2.上海市徐汇区董李凤美康健学校,上海市 200233
    3.伯明翰大学教育系,英国伯明翰B15 2TT
    4.上海市普陀区启星学校,上海市 200061
  • 收稿日期:2022-11-10 修回日期:2022-11-11 出版日期:2022-12-25 发布日期:2023-01-10
  • 通讯作者: 刘巧云 E-mail:qyliu@spe.ecnu.edu.cn
  • 作者简介:苑可馨(1998-),女,汉族,山东济南市人,硕士,主要研究方向:孤独症儿童的语言与沟通康复。
  • 基金资助:
    1.上海市浦江人才计划项目(2019PJC033);2.上海市长宁区卫生健康委员会项目(2019CNECNUPI05-1)

Turn-taking behavior in operational games for autistic children with low language function

YUAN Kexin1,2,FEI Zhixing3,CHEN Siqi1,ZHANG Xueru1,LI Ping4,LIU Qiaoyun1()   

  1. 1. Department of Rehabilitation Science, East China Normal University, Shanghai 200062, China
    2. Shanghai Xuhui District Donglifengmeikangjian School, Shanghai 200233, China
    3. Department of Education, University of Birmingham, Birmingham B15 2TT, Britain
    4. Shanghai Putuo District Qixing School, Shanghai 200061, China
  • Received:2022-11-10 Revised:2022-11-11 Online:2022-12-25 Published:2023-01-10
  • Contact: LIU Qiaoyun E-mail:qyliu@spe.ecnu.edu.cn
  • Supported by:
    Shanghai Pujiang Talent Plan Project(2019PJC033);Shanghai Changning District Health Committee Project (No.2019CNECNUPI05-1)(2019CNECNUPI05-1)

摘要:

目的 分析特殊教育学校中低语言功能孤独症儿童在操作类游戏活动中轮流交替互动的典型行为及其发起和回应轮流交替互动表现,为其轮流交替互动行为的干预提供依据。

方法 2021年11月至2022年1月,选取上海市普陀区启星学校低语言功能(语言能力≤ 3岁)的孤独症儿童23例,对其语言能力进行评估,选择三种不同操作类游戏进行发起和回应轮流交替互动行为评估。将发起轮流交替互动能力测试中的错误类型总结为难以发起、发起不及时、无反应和发起异常。将回应轮流交替互动能力测试中的典型错误类型总结为难以回应、回应不及时、无反应和回应异常。

结果 在三种操作类游戏中,低语言功能孤独症儿童发起轮流交替互动行为无显著性差异(χ2 = 11.106, P = 0.196),回应轮流交替行为表现呈现出非常显著性差异(χ2 = 26.256, P = 0.001)。低语言功能孤独症儿童发起轮流交替互动行为与词语理解(r = 0.420, P < 0.05)、词语命名(r = 0.510, P < 0.05)、句式仿说(r = 0.505, P < 0.05)均呈正相关;回应轮流交替互动行为与词语理解(r = 0.546, P < 0.01)、词语命名(r = 0.728, P < 0.01)、句子理解(r = 0.668, P < 0.01)和句式仿说(r = 0.656, P < 0.01)均呈明显正相关。

结论 低语言功能孤独症儿童在3类不同操作类游戏中存在不同的轮流交替互动典型行为表现。在设计轮流技能的训练方案时,应针对回应与发起轮流典型错误类型,进行有针对性的干预,设计个别化的干预方案,以提升儿童在游戏活动中的交流效能,促进其语言能力发展和社会参与。

关键词: 孤独症, 低语言功能, 操作类游戏, 轮流交替互动行为

Abstract:

Objective To analyze the typical performance of initiating and responding behaviors of turn-taking in operational games for autistic children with low language function in special education schools and to provide a reference for intervention of turn-taking behaviors in operational games.

Methods From November, 2021 to January, 2022, a total of 23 autistic children with low language function (language ability ≤ three years old) in Shanghai Putuo District Qixing School were selected. Their linguistic ability was evaluated. A behavioral assessment approach was used to evaluate the behavior of initiating and responding behaviors of turn-taking in three operational games. The typical errors in initiating behaviors were summarized as difficult to initiate, untimely initiation, no response and abnormal initiation. The typical errors in responding behaviors of turn-taking in operational games were summarized as difficult to respond, untimely response, no response and abnormal response.

Results There was no significant differences in the performance of initiating behaviors among three types of operational games (χ2 = 11.106, P = 0.196), and there were significant differences in the performance of responding behaviors among operational games (χ2 = 26.256, P = 0.001). The initiating behaviors were postively correlated with word comprehension (r = 0.420, P < 0.05), word naming (r = 0.510, P < 0.05), and sentence imitation (r= 0.505, P < 0.05). The responding behaviors were postively correlated with word comprehension (r = 0.546, P < 0.01), word naming (r= 0.728, P < 0.01), sentence comprehension (r = 0.668, P < 0.01) and sentence imitation (r = 0.656, P < 0.01).

Conclusion Autistic children with low language function showed different typical behaviors of initiating and responding behaviors of turn-taking in operational games. It is suggested that when designing training programs for turn-taking skills, targeted interventions should be made to address the typical types of errors in response and initiation turns, and individualized intervention programs should be designed to enhance children's communicative efficacy in play game and promote their language development and social participation.

Key words: autism, low language function, operational games, turn-taking behavior

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