Foreign studies suggest that interactive reading is an exploratory intervention for improving the oral language skill of children with autism in their early years. We summarized and analyzed empirical studies on the effects of interactive reading interventions on oral communication skills of preschool children with autism. The results indicate that the interventions have positive impacts on vocabulary development and spontaneous responses in preschool children with autism, but have discrepant effects on their spontaneous initiations. However, due to the small sample size of these studies, the effects of interactive reading interventions on oral communication in preschoolers with autism need to he further studied. It is expected that future research will explore and verify the effects of interactive reading interventions on both spontaneous responses and initiations in large samples of autism preschoolers, and further investigate whether these effects can be maintained and generalized.

国外研究表明互动性阅读正在成为一种探索中的干预孤独症儿童早期语言能力的方法.本文整理和分析了国外互动性阅读干预学前孤独症儿童口语沟通的实证研究,表明互动性阅读干预对孤独症儿童的词汇发展和口语(主动回应)有积极效果,而对口语(主动发起沟通)的效果存在争论,但由于这些研究的被试样本量较小,互动性阅读干预对改善孤独症儿童口语沟通的效果还有待进一步的研究和探讨.期望未来研究在更大的样本中探讨并验证互动性阅读干预对学前孤独症儿童主动回应和主动发起沟通的促进效果,并进一步考察互动性阅读干预对孤独症儿童口语能力提升效果的维持和泛化情况.

基金项目:国家自然科学基金面上项目(31971009);中国科学院青年创新促进会项目