自闭谱系障碍家长活动本位干预团体培训对于亲子互动的效果研究

发布时间：2018-05-30 22:32

本文选题：自闭谱系障碍 + 家长团体培训　；参考：《华东师范大学》2016年硕士论文

【摘要】：高品质的亲子互动／亲子关系对儿童社交、语言、情绪情感、心理等多方面发展都会产生重大影响。相关研究显示,自闭谱系障碍婴幼儿及其照料者在互动中会表现出不同于典型发展儿童或其他类型特殊儿童亲子互动的特点,进而影响自闭谱系障碍儿童发展,因此有必要关注如何改善自闭谱系障碍亲子互动。国外大量研究证明,家长培训可以促进自闭谱系障碍儿童家长干预技能的掌握及自闭谱系障碍儿童的发展,间接为自闭谱系障碍亲子互动带来积极效果。国内自闭谱系障碍儿童家长对培训有很大需求,但相关研究有限。为探索适合我国国情的自闭谱系障碍儿童家长培训方式并了解培训对亲子互动的直接影响,采用准实验研究的方式开展行动研究。研究者参与特殊教育专家在上海市开展的两期连续的活动本位干预家长团体培训(每期培训为期2个月),在培训前后收集实验组和等待控制组各10组家庭的亲子互动录像。通过对互动整体评分和对互动行为的编码分析所得数据进行统计分析,并结合提供培训的专家以及参与培训的家长反馈,了解培训对于亲子互动改善的有效性。结果如下：(1)参与培训前自闭谱系障碍儿童家长的亲子互动质量和互动行为状况良好；(2)培训可以在一定程度上改善亲子互动,实验组亲子对经过培训后在沟通(p=0.019)、总体评分(p=0.038)、儿童言语出现率(p=0.027)、、共同参与(p=0.045)、互动轮替频次(p=0.027)和儿童互动回应率(p=0.033)的表现上较等待控制组有显著提高,而等待控制组经过培训后,以上互动变化差异不再显著；(3)互动中的反应性／敏感性、享受度等重难点问题改善效果偏弱；(4)家长自身的改变意愿和投入程度对亲子互动改善有较大影响。研究者据此提出以下建议：(1)关注亲子互动重难点问题,强调日常活动干预,关注自闭谱系障碍儿童兴趣和线索,家长及时提供自然强化；(2)团体培训与个别指导相结合,充分利用网络资源,探索更有效、更系统的家长培训方式。
[Abstract]:High quality parent-child interaction has great influence on children's social, language, emotional and psychological development. Related studies have shown that children with autistic lineage disorders and their caregivers may exhibit different characteristics of parent-child interaction from typical developmental children or other types of special children, which in turn affect the development of autistic children with disabilities. Therefore, it is necessary to pay attention to how to improve the parent-child interaction of autistic lineage disorders. A large number of studies abroad have proved that parental training can promote the mastery of parental intervention skills and the development of children with autistic genealogy disorders, and indirectly bring positive effects to parent-child interaction of autistic genealogy disorders. Parents of autistic pedigrees in China have great demand for training, but the relevant research is limited. In order to explore the parents' training mode of autistic children with autistic lineage disorder and to understand the direct influence of training on parent-child interaction, quasi-experimental research was used to carry out the action research. The researchers participated in two consecutive training sessions of special education experts in Shanghai (each training lasted for 2 months) and collected the parent-child interactive videos of 10 groups of families in the experimental group and the waiting control group before and after the training. The effectiveness of training for the improvement of parent-child interaction was investigated through the statistical analysis of the data obtained from the overall score of interaction and the coding analysis of interactive behavior, and the feedback of the experts who provided the training and the parents who participated in the training. The results are as follows: 1) the quality and behavior of parent-child interaction among parents with autistic pedigrees before training can improve parent-child interaction to some extent. After training, the parents and children in the experimental group showed significantly higher performance than the waiting control group in terms of communication p0.019, overall score 0.038, speech emergence rate of children (0.027%), participation in p0.045%, interactive rotation frequency (p0.027) and children's interactive response rate (p0.033). The difference of the above interaction changes is no longer significant (3) responsiveness / sensitivity, enjoyment degree and other important and difficult problems improve the effect. 4) parents' willingness to change and the degree of input have great influence on the improvement of parent-child interaction. Accordingly, the researchers suggest that: 1) pay attention to parent-child interaction, emphasize daily activity intervention, pay attention to the interests and clues of children with autistic genealogy disorder, and provide parents with natural reinforcement training in time) combining group training with individual guidance. Make full use of network resources and explore more effective and systematic ways of parent training.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G76

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