视频示范教学法对孤独症谱系障碍有语言儿童构音训练效果的评估

摘要

孤独症儿童中的有语言者常伴有构音障碍等沟通困难，因而无法进行有效沟通，其沟通尝试有时会以问题行为的形式表现出来。既往研究已证实视频示范法在提升孤独症有语言儿童沟通技能方面的有效性；另有研究表明，视频示范作为一种干预方案，能够维持并泛化所有新习得的技能。本研究将视频示范法的应用拓展至3名已被诊断为孤独症、同时在词语的三个不同位置上均存在音素/r/构音障碍的有语言儿童，采用跨行为多基线设计（即目标音素分别位于词首、词中与词尾），并以被试构音水平从前测到随访期的变化为核心，评估该方法的干预效果。

Abstract

Verbal children with autism often present communication difficulties such as articulation disorders. As a result they are not able to communicate effectively and sometimes their attempts to communicate may take the form of challenging behaviors. Previous studies have demonstrated the efficacy of video-modeling in increasing the communication skills in verbal children with autism. Moreover other studies have shown that video-modeling, as a treatment package, can maintain strength and generalize all the newly learned skills. In this study, we will extend the use of video-modeling across 3 verbal children who have been diagnosed with autism and simultaneously exhibit articulation disorders in phoneme /r/ in three different positions within words. We will implement multiple baseline design across behaviors (i.e., target phoneme at the beginning, middle, and end of the words). The effectiveness will be evaluated by focusing on pre to follow-up changes of our participants' articulation.