自闭症干预的SCERTS模式

自闭症干预的SCERTS模式以家庭生活中的人际交流、儿童情绪情感的自我调节、交往支持作为三个主要的干预维度,注重运用象征手段实现功能性的社会交往,为直接处理自闭症儿童的主要问题提供了一个综合的心理-教育干预的框架,反映了一些新的研究动向和实践策略,对于解决当前的一些实践问题和确定未来的研究取向有借鉴价值。     

自闭症诊断与干预研究综述

本文概述了当前国内外有关自闭症和“自闭类”障碍的定义与诊断、病因和干预方案的研究,并简要分析了未来研究的重点和方向。     

Living with autistic spectrum disorder: parental experiences of raising a child with autistic spectrum disorder (ASD)

The focus of the study was to explore parental experiences of raising a child with autistic spectrum disorder (ASD). A mixed‐method approach consisting of questionnaires and semi‐structured interviews was used in order to elicit parental perspectives of raising a child with ASD. Two semi‐structured interviews were conducted with parents of children with ASD. Questionnaires were sent to parents of children with ASD in two special schools. The findings indicate that although each of the parents had a child with ASD, their experiences were all different. Many interesting accounts were documented and a wealth of information regarding the characteristic traits that children with ASD portray was recorded. The findings suggested that the majority of the parents experienced a low level of support from agencies and professionals. The general verdict was that of poor communication and a lack of understanding of parents' needs following formal diagnosis. Finally, a series of coping strategies were discovered ranging from family support to paid help.     

Perspectives of students with autism on their participation in a peer-mediated intervention

The article describes research into the perspectives of students with autism regarding their participation as the target participants in a peer-mediated social communication intervention. Questionnaires were administered to four elementary-aged students with autism before and after their involvement in the intervention. The students' parents and teachers also completed questionnaires about the students' participation in the intervention. Through the use of these questionnaires, we gained an insight into students' experiences with the intervention, which elements of the intervention they found most enjoyable and most effective, and the perceived impacts of the intervention on their social communication behaviours. Qualitative and quantitative analyses of the questionnaire data revealed that all four students with autism enjoyed participating in the peer-mediated intervention sessions, felt that their social communication behaviours had improved as a result of their involvement, and would like to be involved in similar sessions in the future. Implications for parents and educators who support the social communication of children with autism are explored.     

Haciendo que hacer - cultivating a Mestiza worldview and academic achievement: Braiding cultural knowledge into educational research,policy, practice

In this article Francisca E Gonzalez shifts the focus from a deficit view of cultural knowledge to an imaginary of the formation of identities and integrity braided with the law, policy, and social formations. In this way, cultural practices cultivate a unique worldview with implications for K-12 educational excellence and academic achievement. Gonzalez situates her research within the national discourse on educational reform so as to direct educational researchers', policy makers', and educators' thinking of young Mexicanas as pensadoras who interrogate the social order, and who give meaning to learning, knowing, and power. She describes a study intended to explore the development of womanhood among young Mexicanas beginning with an explanation of a theoretical lens, a looking prism of critical race feminisms and Latina critical theory interpretive frameworks. Then she explains the study's multimethodological approach of trenzas y mestizaje, the braiding of theory, qualitative research strategies, and a sociopolitical consciousness. The article then details young Mexicana meanings of gendered cultural socialization, educacion, and success as cultural epistemologies and pedagogies, what the young Mexicanas called haciendo que hacer. Gonzalez explains this as the teaching and learning of sociocultural foundations and the cultivation of academic achievement. In closing, Francisca elaborates on how a braiding of different ways of knowing, teaching, and learning brings cultural knowledge to the fore of discourses on human rights, social justice, and educational equity including the formulation of holistic educational policies and practices.     

浅谈孤独症儿童常见进食问题的原因及对策

大多数孤独症儿童都有着严重的进食问题,如挑食、厌食、拒食、不进食、对食物不感兴趣等。这些常见的进食问题如果长时期得不到矫正和治疗,不仅会降低嗅觉和味觉的正常功能,还会影响他们的认知能力、自理能力,滋生出各种各样的进食心理情绪和心理障碍,直接影响到孩子的生长发育和身心健康。如何让孤独症儿童养成正确、良好的进食习惯,拥有一个健康的身体,是教师教育教学工作中所不能忽视的一个重要环节。     

Investigating the efficacy of concept mapping with pupils with autistic spectrum disorder

Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies.     

关键性技能训练法：ABA应用于自闭症儿童教育干预的新方向

应用行为分析对自闭症儿童的干预,既包括传统的分段回合教法,也包括具有新特色的关键性技能训练法。目前,中国国内鲜有对自闭症儿童关键性技能训练法方面的研究与实践。本文系统地介绍和分析关键性技能训练法的理论特色和主要操作技巧,并讨论分段回合教法和关键性技能训练法的共性与特色,以期为相关机构和人员提供参考和借鉴。     

Impact of severity of autism and intervention time‐input on child outcomes: comparison across several early interventions

In this article, written by Phil Reed and Lisa Osborne, both from Swansea University, the impact of severity of autism, and the time‐input of the treatment programme, on the outcome effectiveness for four early interventions for individuals on the autism spectrum was explored. The four interventions studied were applied behaviour analysis (ABA), special nursery, an adapted portage intervention, and a local authority approach. Sixty‐six children (aged from two years six months to four years) were studied over nine months, in terms of their intellectual, educational and adaptive behavioural functioning. Children undergoing the ABA approach demonstrated greater gains in functioning (especially in educational functioning). There were differences in the way that autism severity and intervention time‐input impacted on the different early intervention programmes. For special nursery, portage and local authority approaches, the gains made by the children were inversely related to the severity of their autism and directly related to time‐input. In contrast, the converse was true for the ABA approach. These data are discussed with respect to their implications for choosing an intervention strategy for a child on the autism spectrum.     

A design model: the Autism Spectrum Disorder Classroom Design Kit

Architects and designers have a responsibility to provide an inclusive built environment. However, for those with a diagnosis of autism spectrum disorder (ASD), the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by an alienating built environment. For ASD pupils in a poorly designed school, their environment can distance them from learning. Instead, if more at ease in their surroundings, in an ASD‐friendly environment, the ASD pupil stands a greater chance of doing better. However, a difficulty exists in that most architects are not knowledgeable in designing for those with ASD. Any available design guidelines for architects tend, because of the inherent difficulties associated with a spectrum, to be general in their information. Therefore, in order to provide an ASD‐friendly learning environment, there is a need to ensure that teachers, as the experts, can most clearly and effectively impart their knowledge and requirements to architects. This article, written by Keith McAllister and Barry Maguire, both from Queen's University Belfast, sets out the challenges and difficulties inherent in the design process when designing for those with ASD. It then sets out an alternative strategy to the usual method of drawing‐centric dialogue between teacher and architect by using models instead as a basis for a more common language. An ASD Classroom Design Kit was designed and developed by architecture students at Queen's University Belfast. It was then used by ASD teaching staff from the Southern Education and Library Board in Northern Ireland as a case study to trial its effectiveness. This article outlines how the study was carried out before concluding with reflections by both teaching staff and architect on using the ASD Classroom Design Kit. It is hoped, firstly, that this article will highlight the need for better dialogue between expert and architect when considering ASD and the built environment and, secondly, that it may encourage others to consider using models to convey their ideas and knowledge when designing, not just for ASD, but for other special educational needs and disabilities.