对话式阅读干预提升学前孤独症儿童的口语沟通能力
文献类型：学位论文
| 作者 | 梁淑琴 |
| 答辩日期 | 2022-12 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李晶 |
| 关键词 | 孤独症 学龄前儿童 对话式阅读 干预 口语沟通 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The Effects of A Dialogic Reading Intervention on Oral Language of Preschool Children with Autism Sbectrum Disorders |
| 中文摘要 | Foreign studies suggest that dialogic reading is an emerging intervention for the oral language of children with autism spectrum disorders (ASD) in their early years, and it has positive impacts on oral language (spontaneous responses) in children with ASD, but its effects on oral language (spontaneous initiations) still needs to be further studied. Using picture books as the medium, this paper explores the effects of dialogic reading on the oral language of 14 preschool autistic children, including spontaneous responses to other people's questions and spontaneous initiations (referring to posting questions to others or making comments independently). Unlike traditional reading methods, dialogic reading features its instructional PEER procedures (prompt, evaluate, expand and repeat) and CROWD prompts (Completion prompts, Recall prompts, Open-ended prompts, Wh-prompts and Distancing prompts). Specifically, teachers address to children a series of questions related to the story content, then evaluate and expand their answers after children give their responses, and finally repeat the questions to ask them to repeat expanded sentences. Fourteen autistic children with an average age of 5.4 years were assigned to the experimental group and the control group. Nine children in the experimental group participated in 12 dialogue reading interventions, five children in the control group participated in 12 traditional reading interventions. This study investigated the effects of this dialogic reading intervention on spontaneous responses and initiations of autistic children, and whether these effects could be generalized to new picture book reading scenarios. The results are as follows: (1) The frequency of spontaneous responses to others and spontaneous initiations (asking questions or making comments) of all autistic children in the experiment group were significantly higher than that in the control group. Results indicated that the dialogic reading intervention promote all the children in the experiment group to make spontaneous responses and initiations, and the interventionist's intentional pause before or after turning a page during the dialogic reading intervention could positively promote autistic children's spontaneous comments, and the use of initiation prompt cards children's spontaneous questioning; (2) After the dialogic reading intervention was cancelled, the frequency of spontaneous responses of all children in the experimental group was significantly higher than that children in the control group during the generalization period. All children in the experimental group can make spontaneous responses and actively comment on the story content, but only two of them could independently ask questions related to the story content. By contrast, only two children in the control group could actively comment within the context, but didn't ask any questions. Results indicated that the improvement effect of the dialogic reading intervention on autistic children's spontaneous responses and comments could be generalized to different picture books, whereas the generalization effect of the dialogic reading intervention on autistic children's spontaneous questioning needs to be further explored; (3) There was no significant difference in the level of engagement of children during the intervention process between two groups, which to some extent indicated that the intervention effects of children in the two groups is mainly affected by two different interventions accepted by children in the two groups. These results indicate that this dialogue reading intervention has a positive effect on preschool autistic children's oral language skill, specifically making spontaneous responses and on-topic comments, but it could simply promote some preschool autistic children to ask questions, which can possibly provide some useful reference for the clinical practice of early oral intervention of preschool autistic children in China. However, due to the small sample size in the experiment, the effect of the dialogic reading intervention on autistic children's spontaneous responses and initiations needs to be further investigated in a larger sample. |
| 英文摘要 | 国外已有研究表明对话式阅读正在成为一种新兴发展的干预孤独症儿童早期语言能力的方法，对孤独症儿童口语沟通中主动回应他人的表现有积极效果，但对主动发起沟通的效果仍存在争论。本文以绘本为媒介探查了对话式阅读干预对学前孤独症儿童口语沟通主动回应他人和主动发起沟通(包括提问或评论等)的提升效果。与传统阅读方式不同，对话式阅读使用PEER操作步骤(包括提示、评价、扩展和重复)与CROWD问题提示(包括填空式提示、回忆性提示、开放性提示、Wh一问题提示、远距型提示)与儿童一起阅读，即教学者采用一系列的问题提示鼓励儿童回忆故事内容，在儿童回应后，给予即时的评价并扩展儿童的回答，最后重复问题，让儿童再次回答问题以确认其掌握故事内容。14名平均年龄为5.4岁的孤独症儿童被分配到实验组对照组，实验组9名儿童参与12次对话式阅读干预，对照组5名儿童参与传统阅读干预，特教老师按照传统阅读绘本的方式进行12次干预。本研究探查了对话式阅读干预对孤独症儿童主动回应他人问题和主动发起沟通的提升效果，以及这种提升效果是否可以泛化到新的绘本情境中。 研究结果表明: (1）干预阶段实验组所有儿童主动回应他人与主动发起沟通(包括主动提问或评论)的频率都明显增加，且都显著高于对照组儿童，表明对话式阅读干预可以促进孤独症儿童做出更多的主动回应他人和主动发起沟通的行为，且对话式阅读干预中留给儿童主动评论的机会促进了实验组儿童主动评论行为增加，采用主动提问提示卡也促进了实验组儿童主动提问行为增加; (2)撤销干预后，泛化阶段实验组所有儿童主动回应他人和主动发起沟通的频率均显著高于对照组儿童，实验组所有儿童都可以做出主动回应他人和主动评论故事内容的行为，但只有2名儿童可以主动提问与绘本故事内容相关的问题;对照组儿童都可以做出主动回应他人的行为，但只有2名儿童可以做出主动评论故事内容的行为，且无主动提问的行为。这表明对话式阅读干预对实验组儿童主动回应他人行为和主动评论行为的提升效果可以泛化到不同绘本情境，而只有少数实验组儿童在泛化阶段做出主动提问行为，表明对话式阅读干预促进孤独症儿童主动提问行为的泛化效果还需要进一步探究; (3)两组儿童在干预过程中的参与程度不存在显著差异，这一定程度上也说明两组儿童干预效果的差异主要受两组儿童接受的不同干预方式的影响。 这些结果表明对话式阅读干预对提升学前孤独症儿童口语沟通能力，主动回应他人以及与主题相关的主动评论方面有积极效果，但只能促进部分学前孤独症儿童做出主动提问行为，可以为国内学前孤独症儿童口语早期干预的临床实践提供一些借鉴和参考。但是实验整体样本量相对较少，因此对话式阅读干预促进孤独症儿童主动回应他人问题以及主动发起沟通的效果还需要在更大的样本中实施，做进一步的研究和探讨。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45058]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 梁淑琴. 对话式阅读干预提升学前孤独症儿童的口语沟通能力[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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