国外应用同伴介入法干预孤独症儿童社交行为的研究趋势及其启示  

Research on the Trends and Implications of Applying Peer-Mediated Method in Intervening Social Behavior of Children With Autism Spectrum Disorders Abroad

作　　者：沙鹏 雷江华[1] SHA Peng;LEI Jianghua(School of Education,Central China Normal University,Wuhan,430079)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《现代特殊教育》2024年第2期71-78,共8页Modern Special Education

基　　金：全国教育科学“十四五”规划2021年度教育部重点课题“基于融合性沙盘游戏的自闭症儿童社会交往能力培养的研究”(DHA210379)的阶段性研究成果。

摘　　要：为探究国外应用同伴介入法干预孤独症儿童社交行为的研究趋势,对43篇相关文献进行分析发现,在研究设计层面上,研究目标趋于提高孤独症儿童社交行为的表现能力,研究对象趋于选取低龄高功能的孤独症儿童,研究设计趋于选用单一被试实验设计;在干预实施层面上,干预情境趋于选取融合教育情境,干预执行同伴趋于标准统一且培训内容精细,干预方法趋于整合多种方法发挥协同效应,干预策略趋于选取“混合型”策略。在此基础上,我国后续相关研究的开展还应全面关注孤独症儿童社交行为的发展模式与轨迹并积极开展早期干预,同时要持续探索同伴介入法实施的可行性路径,充分发挥其在推动孤独症儿童社交行为发展中的有效性。In order to explore the research trend of peer-mediated intervention in social behavior of children with autism spectrum disorders abroad,43 pieces of literature were analyzed.The results show that,at the research design level,the research goals tend to improve the performance ability of autistic children’s social behavior,the research objects tend to select young and high-functioning autistic children,and the research designs tend to choose a single subject experimental design;at the level of intervention implementation,the intervention context tends to be inclusive education context,the intervention implementation partners tend to be selected with unified standards and fine training content,the intervention methods tend to integrate multiple methods to exert synergistic effects,and the intervention strategies tend to be“mixed”strategies.On this basis,follow-up researches in China should pay attention to the development pattern and track of social behavior of children with autism spectrum disorder,then actively carry out early intervention.At the same time,it should continue to explore the feasibility of peer-mediated intervention,and give full play to its effectiveness in promoting the social behavior development of autistic children.

关 键 词：孤独症谱系障碍儿童 社交行为干预 同伴介入法 

分 类 号：G760[文化科学—特殊教育学]