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Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom

机译:非语言自闭症儿童的自然主义观察:课堂中的故意交往行为研究

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We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.
机译:我们检查了六个非语言自闭症儿童(10-15岁,M = 12.8,SD = 2.1)的诱发性和自发性交往行为。所有参加者都在同一所针对自闭症儿童的特殊学校就读,但他们的班级不同。在正常的上课时间里,每人观察30分钟。观察员对先行行为的存在/不存在,交往行为的形式和功能以及老师对孩子的反应进行编码。观察到155个交往行为,其中41%是自发的,59%是诱发的。引起交往行为的主要前提是言语提示,并且大多数引起交往的行为都是自然的(即动作和手势)。但是,自发沟通行为的口头表达和对图片交换通信系统(PECS)的使用更高。自发性交往行为的功能主要是要求。结果表明,即使是在诱发了交流行为之后,教师也有相当多的“无反应”。这些结果表明,教师可能不会积极地促进有目的的交流。因此,我们的发现提供了有关教育者如何促进非语言自闭症儿童的故意交流的信息。

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