融合环境下自闭症谱系障碍儿童社会交往同伴介入干预研究元分析
发布时间：2019-01-01 14:53
【摘要】：为了考查融合情境下自闭症谱系障碍儿童社会交往同伴介入法的干预效果,对国外近十年23篇单一被试研究文献进行元分析,计算相关研究总体干预、维持及泛化Tau效应值,并分析被试特征、同伴特征及干预特征对其的影响。结果显示:整体上融合环境下运用同伴介入法能有效提高自闭症谱系障碍儿童的社交能力,且具有较高的维持和泛化效应;仅在干预效应值上,女童高于男童,社交参与、社交回应高于社交发起,同伴与自闭症谱系障碍儿童高比例分配形式高于低比例分配形式。
[Abstract]:In order to investigate the intervention effect of peer intervention method in social communication of children with autism spectrum disorder in fusion context, 23 foreign literatures of single subjects were analyzed in this paper, and the overall intervention, maintenance and generalization of Tau effect were calculated. The effects of subjects' characteristics, peer characteristics and intervention characteristics on them were analyzed. The results show that peer intervention can effectively improve the social ability of children with autism spectrum disorders and has a high maintenance and generalization effect. Only in the intervention effect value, girls are higher than boys, social participation, social response is higher than social initiation, peer and autistic spectrum disorder children high proportion distribution form is higher than low proportion distribution form.
【作者单位】： 北京师范大学教育学部;杭州师范大学心理科学研究院;
【基金】：杭州市哲学社会科学规划课题《自闭症儿童融合教育接纳氛围创设研究》(课题批准号:Z15JC090) 浙江省哲学社会科学规划课题“孤独症儿童社会交往训练的RDI课程设计及实证干预”(课题批准号:17NDJC077YB)研究成果之一
【分类号】：G76
本文编号：2397715
[Abstract]:In order to investigate the intervention effect of peer intervention method in social communication of children with autism spectrum disorder in fusion context, 23 foreign literatures of single subjects were analyzed in this paper, and the overall intervention, maintenance and generalization of Tau effect were calculated. The effects of subjects' characteristics, peer characteristics and intervention characteristics on them were analyzed. The results show that peer intervention can effectively improve the social ability of children with autism spectrum disorders and has a high maintenance and generalization effect. Only in the intervention effect value, girls are higher than boys, social participation, social response is higher than social initiation, peer and autistic spectrum disorder children high proportion distribution form is higher than low proportion distribution form.
【作者单位】： 北京师范大学教育学部;杭州师范大学心理科学研究院;
【基金】：杭州市哲学社会科学规划课题《自闭症儿童融合教育接纳氛围创设研究》(课题批准号:Z15JC090) 浙江省哲学社会科学规划课题“孤独症儿童社会交往训练的RDI课程设计及实证干预”(课题批准号:17NDJC077YB)研究成果之一
【分类号】：G76
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