情绪主题绘本阅读对自闭症谱系障碍儿童情绪理解障碍的干预效果  

The Intervention Effect of Emotional Picture Book Reading on Emotion Understanding Disorder of Children with Autism Spectrum Disorder

作　　者：王薇 徐知宇 李永鑫[3] 程奕芸 WANG Wei;XU Zhiyu;LI Yongxin;CHENG Yiyun(College of Education,Hangzhou Normal University,Hangzhou 311121;Faculty of Education,Beijing Normal University,Beijing 100875;Institute of Psychology and Behavior,Henan University,Kaifeng 475004)

机构地区：[1]杭州师范大学教育学院,杭州311121 [2]北京师范大学教育学部特殊教育系,北京100875 [3]河南大学心理与行为研究所,开封475004

出　　处：《心理发展与教育》2019年第5期566-572,共7页Psychological Development and Education

基　　金：教育部人文社会科学研究项目“情绪主题绘本对3~6岁自闭症谱系障碍儿童情绪理解的影响-来自眼动追踪研究的证据”(17YJC880101);2018年杭州师范大学教育学院省级优势特色学科培育项目“自闭症谱系障碍儿童视觉空间注意转移缺陷研究”(18JYXK022)

摘　　要：本研究选取一名15岁的重度自闭症谱系障碍儿童为研究对象,采用眼动追踪技术考察其情绪主题绘本阅读的眼动特征,并制定情绪主题绘本阅读方案,对该儿童的情绪理解障碍进行干预.结果显示:(1)在干预前,这名儿童阅读情绪主题绘本时更加关注背景区域,而较少注意主角形象区域,在整体画面中最后关注甚至忽视主角表情这一重要信息.(2)通过情绪主题绘本阅读干预,这名儿童对主角表情的首次注视前时间减少,注意分配时间和注视次数显著增加;情绪理解能力也显著提高.The goal of the present study is to provide a basis for designing an intervention scheme through emotional picture book reading for a 15-year-old child with severe autism. The study is conducted by applying the Eye-Tracking technique to directly capture his eye movement features during reading the emotional picture book. The results are:(1) Before the intervention of emotional picture book reading,the child paved more attention to the background area than to the protagonist area and the expression of the protagonist,which is likely to be noticed lastly or even neglected.(2) After the intervention,the latency of the first fixation in the expression of the protagonist is shortened;the fixations and fixation duration in expression of the protagonist are increased,and the child’s emotion understanding ability remarkably enhanced as well.

关 键 词：自闭症谱系障碍 情绪理解 眼动 情绪主题绘本 

分 类 号：G442[哲学宗教—心理学]