听障儿童积木建构游戏社会性水平的个案研究  

A Case Study： The Role of Block Building Games in Improving the Social Ability of a 3.5-year-old Child with Hearing Impairment

作　　者：王段霞[1] 张倩[1] 王丽燕[1] 罗薇[1] 

机构地区：[1]中国聋儿康复研究中心,北京100029

出　　处：《中国听力语言康复科学杂志》2013年第1期45-47,共3页Chinese Scientific Journal of Hearing and Speech Rehabilitation

摘　　要：目的通过个案研究探讨教师指导对听障儿童积木建构游戏中社会性水平的影响。方法采用单一被试单基线A-B实验设计，对1例听障儿童积木建构游戏进行指导，跟踪指导效果，采用SPSS17．0进行数据分析。结果经过教师为期3个月的积木建构区游戏指导，个案简单平行游戏（P〈0．05）、互补游戏（P〈0．05）在基线期和处理期均有显著性差异，即简单平行游戏减少，互补游戏增多，游戏社会性水平显著提高。结论教师在听障儿童积木建构游戏中的指导能有效提高其游戏社会性水平。objective To study the impact of teachers＇ instructions on the social ability of a hearing-impaired child in the block building games. Methods By a single-subject A-B experimental design, the instructions were provided for a hearing-impaired child for playing block building games and the follow-up outcomes were observed. The experimental results were then analyzed with SPSS17.0 software. Results After 3 months of teachers＇ instructions in block building games, the scores of the subjects showed significant differences in parallel games（P〈0.05） and complementary games（P〈0.05）as compared with those scores at baseline. The number of simple parallel games decreased and complementary games increased, which indicated the improvement of social ability, conclusion The instructions of teachers in the block building games can effectively enhance the social skills of hearing-impaired children while playing games.

关 键 词：听障儿童 积木建构游戏 社会性水平 

分 类 号：R764[医药卫生—耳鼻咽喉科]