自我监控策略提升自闭症儿童学业任务专注度和正确率的实验研究  

An Experimental Study of the Self-monitoring-Dependent Improvement of Autistic Children's Attention to Academic Tasks and Academic Performance

作　　者：冯雅静[1] FENG Yajing(Department of Moral Education, Psychology and Special Education, National Institute of Education Sciences, Beijing, 100088)

机构地区：[1]中国教育科学研究院德育与心理特教研究所,北京100088

出　　处：《中国特殊教育》2017年第9期27-34,共8页Chinese Journal of Special Education

基　　金：中国教育科学研究院2016年度基本科研业务专项资金所级个人项目"使用自我监控策略提升自闭症儿童学业任务专注度及正确率的实验研究"(项目批准号:GYI2016101);北京市教育科学"十三五"规划2016年度青年专项课题"融合教育环境中轻度自闭症儿童汉语阅读理解的干预研究"(课题编号:CCEA16116)的阶段性研究成果

摘　　要：自我监控策略的有效性近年来在包括自闭症儿童在内的各类特殊儿童的教育和干预中得到了广泛证实。高功能自闭症儿童学业任务专注度和正确率是其参与融合教育的重要能力和保障。本研究采用单一被试研究中的跨被试多基线设计,选取两名在普通学校就读的高功能自闭症儿童,验证了自我监控策略在提升其学业任务专注度及正确率上的效果,并对未来研究和自闭症儿童教育和干预实践提出了思考和建议。In recent years, self-monitoring has been widely proved to be effective in the interventions in special needs students, including those with autism. Attending to academic tasks and achieving accurate academic performance are essential for students with high-functioning autism to be included in inclusive classrooms. This study, based on a survey of two students with high-functioning autism in a regular school by using the multiple baseline across participants in the single-subject design, verified the effects of self-monitoring in improving their attention to academic tasks and academic performance, and offered suggestions for the future research and practice.

关 键 词：高功能自闭症儿童 自我监控 学业任务专注度 学业任务正确率 

分 类 号：B846[哲学宗教—心理学]