情绪主题绘本教学改善高功能自闭症儿童情绪归因能力的个案研究  

An Emotion-Theme Picture-Book Intervention to Improve Emotional Attributive Ability of Children with High-Functioning Autism: A Case Study

作　　者：连福鑫 郭昱 LIAN Fuxin;GUO Yi(School of Education,Hangzhou Normal University,Hangzhou,311121)

机构地区：[1]杭州师范大学教育学院

出　　处：《中国特殊教育》2019年第10期52-61,共10页Chinese Journal of Special Education

基　　金：教育部人文社会科学研究青年基金项目“自闭症谱系障碍儿童自我基本情绪觉知及其干预研究”(项目编号:17YJC880058);杭州师范大学教育学院省优势特色学科培育项目“随班就读自闭症儿童同伴关系介入策略研究”(项目编号:18JYXK020)研究成果之一

摘　　要：本研究采用跨被试多基线实验设计,以情绪主题绘本为媒介、会话交流法为基本干预方法,对三名智商大于70的高功能自闭症儿童进行近三个月的情绪归因能力干预,结果显示:(1)基于会话交流的情绪主题绘本教学可以有效提升高功能自闭症儿童的情绪归因能力,Tau干预效应值显著;(2)干预效果能够得到较好维持,且具有良好的社会效度。A multiple-baseline design across participants was employed to test the effect of emotion-theme picture-book intervention to improve emotional attributive ability of three children with high-functioning autism whose IQ were above 70. Emotion-theme picture-books were used as materials and conversation approach was used for intervention. The results show that:(1) picture-book training with emotional theme via conversation approach could improve emotional attributive ability of children with high-functioning autism effectively, and the Tau effect sizes for intervention are significant;and(2) improvements in emotional attribution could be maintained well after the intervention with a significant effect size and high social validity also is found.

关 键 词：高功能自闭症 绘本 情绪归因 会话交流法 个案研究 

分 类 号：R74[医药卫生—神经病学与精神病学]