学前融合环境下“陪伴、游戏、交流”策略在孤独症儿童社交干预中的运用与启示  

The Application and Implications of the“Stay,Play,Talk”Strategy in Social Intervention for Children With Autism in Preschool Inclusive Environment

作　　者：潘润飞 朱宗顺[1] PAN Runfei;ZHU Zongshun(College of Child Development and Education,Zhejiang Normal University,Hangzhou,311200)

机构地区：[1]浙江师范大学儿童发展与教育学院,杭州311200

出　　处：《现代特殊教育》2024年第8期73-80,共8页Modern Special Education

基　　金：浙江省哲学社会科学2023年度重点课题“适宜乡村振兴的农村学前教育发展指标与机制研究”(23NDJC008Z)研究成果。

摘　　要：“陪伴、游戏、交流”策略是同伴中介干预的一种具体形式。通过对这一策略的理论基础、操作流程与特点、实证研究三个方面进行介绍与分析,发现这一策略是一种有效的社交干预策略,可用于促进学前融合环境中孤独症儿童社交能力发展。未来我国学前融合教育领域工作者可以根据本土实际情况,利用同伴力量、发掘游戏资源、简化干预程序、重视主动生成,不断提升孤独症儿童社交干预的情境性、趣味性、可行性和有效性。The“stay,play,talk”(SPT)strategy is a specific form of peer-mediated intervention.By introducing and analyzing the theoretical foundation,operational process and characteristics,and empirical researches of the SPT strategy,it is found that the SPT strategy is an effective social intervention method that can be used to promote the development of social skills in children with autism in a preschool inclusive environment.In the future,Chinese workers in the field of preschool inclusive education can make use of peer power,explore game resources,simplify intervention procedures,and pay attention to proactive generation according to the local actual situation,so as to continuously improve the contextualization,interestingness,feasibility and effectiveness of social intervention for children with autism.

关 键 词：“陪伴、游戏、交流”策略 孤独症 学前融合教育 社交干预 

分 类 号：G760[文化科学—特殊教育学]