社区融合情境中基于同伴介入法的共同注意干预对孤独症儿童社交能力发展的影响  

The Influence on Autistic Children's Social Competence Development by Peer-Mediated Based Joint Attention Intervention in Community Inclusive Situation

作　　者：沙鹏 张海滨 雷江华[1] SHA Peng;ZHANG Haibin;LEI Jianghua(School of Education,Central China Normal University,Wuhan 430079,China;Dalian Rixin Special Education School,Dalian 116019,China)

机构地区：[1]华中师范大学教育学院,武汉430079 [2]大连市西岗区日新学校,大连116019

出　　处：《中国临床心理学杂志》2025年第1期209-216,共8页Chinese Journal of Clinical Psychology

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)。

摘　　要：目的:探究社区融合情境中基于同伴介入法的共同注意干预对孤独症儿童社交能力发展的影响。方法:将32名孤独症儿童随机分成实验组与对照组,每组16人。研究期间,对照组被试接受同频且同质的日常社交能力教育干预,实验组被试则在此基础上接受为期12周、共计36次彼此独立的基于同伴介入法的共同注意干预。分别运用儿童行为量表(CBCL)、孤独症儿童社会技能评定量表(ASSS)评估被试的社交问题行为与社交技能,并综合两项前后测的变化评估干预的效果。结果:前测两组被试CBCL与ASSS的总分及各因子得分均无统计学差异,后测实验组被试CBCL与ASSS的总分及各因子得分均明显优于前测(除体诉因子),且不同程度地优于对照组。结论:社区融合情境中基于同伴介入法的共同注意干预能积极推动孤独症儿童社交能力的发展。Objective:In order to explore the influence on autistic children's social competence development by peer-mediated based joint attention intervention in community inclusive situation.Methods:32 autistic children were randomly divided into experimental group and control group,with 16 children in each group.During the study period,participants of control group received the same frequency and the same type of daily social competence education intervention,while par-ticipants of experimental group received 36 times independent peer-mediated based joint attention intervention for 12 weeks in addition.The child behavior checklist(CBCL)and the autism social skills scale(ASSS)were used to measure the social interaction problem behaviors and social interaction skills for the subjects,the effects of intervention were demon-strated by combining those changes among pre-and post-measurement.Results:For pre-test,there were no statistically significant differences in the total CBCL and ASSS scores and their factor scores between the two groups.For post-test,the total CBCL and ASSS scores and their factor scores in the experimental group were significantly better than those in the pretest(except for the somatic complaints factor),and were better than those in the control group to varying degrees.Conclusion:These findings suggest that peer-mediated based joint attention intervention in community inclusive situation can effectively improve the social competence development for autistic children.

关 键 词：孤独症儿童 社交能力 共同注意干预 社区融合情境 同伴介入法 

分 类 号：R395.5[哲学宗教—心理学]