孤独症儿童的特征与训练策略

近来，对孤独症儿童的诊断、分类、神经生理特点、认知特点、训练策略等的研究有许多新成果。这些对我们进一步认识孤独症有重要的意义。     

Virtual reality based collaborative design by children with high-functioning autism: design-based flexibility,identity, and norm construction

This exploratory case study examined the process and potential impact of collaborative architectural design and construction in an OpenSimulator-based virtual reality (VR) on the social skills development of children with high-functioning autism (HFA). Two children with a formal medical diagnosis of HFA and one typically developing peer, aged 8–11, were purposefully recruited and matched in a five-week, VR-based architectural design project. Participants’ virtual behaviors and discourses were observed and archived via screen recording. We conducted qualitative time-series and micro-behavior analyses with the data collected. The findings demonstrated that VR-based collaborative design has awarded children with HFA an opportunity to practice and develop flexibility, identity, and norm construction. The target children's design-based social performance was mediated by the VR environment, the context or structure of design partnership, and the nature of a specific design task.     

一个自闭症儿童的初期训练

文章对一个自闭症儿童在初期训练中采用离散单元教学法、游戏法和感觉统合治疗法着重发展儿童的基本能力 ,使儿童在目光接触、听从指令、模仿能力、感觉统合能力和表达要求方面得到显著改善 ,研究说明从现有能力入手、采取针对性的训练 ,进行全面、综合性干预 ,对促进自闭症儿童的能力发展能取到较好效果。     

婴幼儿自传体记忆研究的现状及展望

自传体记忆一直以来都是记忆研究领域的热点,它与人的认知、情绪、人格、社会性发展等多方面有着密切联系。该综述对近年来自传体记忆研究的一些进展做了回顾,总结了自传体记忆的内容界定、研究方法及其发生发展和影响因素等方面新的研究成果,提出目前在这一领域研究上存在的不足与展望。     

自闭症儿童的行为问题辅导--功能评估的应用研究

自闭症儿童的行为问题是其主要障碍之一.近年来应用广泛的功能评估为正确评估与干预行为问题提供了新的机会.功能评估的实施有三种方法,分别是资料收集法、直接观察法和功能分析法.许多研究支持了功能评估的有效性,但还需要对其进行深入的研究.     

Teachers’ perceptions of the benefits and challenges of three-dimensional virtual worlds for social skills practice

This case study describes how a systematic 7-Step Virtual Worlds Teacher Training Workshop guided the enculturation of 18 special education teachers into three-dimensional virtual worlds. The main purpose was to enable these teachers to make informed decisions about the usability of virtual worlds for students with social skills challenges, such as students with autism. A 10-point rating scale was used to measure the perceived usability of virtual worlds for social skills practice. Although the mean usability was higher after the intervention, a Wilcoxon signed-rank test did not reveal a statistically significant difference between the mean ratings (p = .14). A majority of the participants (76%) tended to be supportive of the idea of using virtual worlds in special education. Three key themes emerged from the qualitative instruments, namely, Virtual World Pedagogy, Virtual World Benefits, and Virtual World Challenges, encompassing 18 codes overall. This article focuses on the benefits and challenges of virtual worlds for social skills practice as perceived by special education teachers. Social skills practice and repeated practice opportunities in a stress-reduced environment emerged as the key benefits, although these affordances were affected by various challenges. The study concludes with suggestions for future research for special education purposes.     

自闭症视障儿童的个案评估

视障教育教师团队使用了 5个评定表 ,对一名刚入学的自闭症视障儿童进行评估和分析 ,发现 :该学生功能性听力异常、触觉有过敏倾向、言语无法表达、情绪和行为异常 ,但智力正常、人际关系良好、身体发育正常 ,该学生被诊断为自闭症视障儿童。针对个案评估结果 ,提出了合理的教育对策。     

3名不同类型儿童心理推测能力的比较研究

本研究以自编的两个测验故事为测量工具,考察了同是9岁的3名不同类型儿童(高功能孤独症儿童、轻度智力障碍儿童和正常儿童)心理推测能力的水平及异同。结果表明:这三名儿童都能对自我和他人行为进行预期,但他们都没能通过错误信念测试。其中,轻度智力障碍儿童朱某很难理解自我和他人愿望,他和高功能孤独症儿童王某又在理解他人消极性情绪上存在缺陷。相比较而言,正常儿童的心理推测能力最好,其次是高功能孤独症儿童,再次是轻度智力障碍儿童。     

孤独症儿童假装游戏技能的干预研究——以玩偶为中介的虚构客体游戏为例

本研究采用单一被试研究中的跨行为多探测设计,以成人与同伴混合视频示范作为干预策略,嵌入动机操作的原理,对一名孤独症儿童实施以玩偶为中介的虚构客体游戏行为的干预.研究结果显示:孤独症儿童在干预期的目标游戏中表现出的与视频脚本一致的假装游戏行为数量显著增加,并能够得到良好的维持;在未经教学的游戏情境中能够表现出恰当的虚构客...     

Supporting practitioners in school-based evaluations of autism spectrum disorders

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.