目的孤独症谱系障碍(ASD)儿童普遍存在社交发起困难,难以主动开展同伴交往,是推行融合教育亟待解决的问题。社会故事法作为ASD循证干预策略,本文旨在探究其对ASD儿童同伴交往主动发起互动行为的干预、维持及泛化效果,丰富ASD儿童社交技能干预的实证数据,为一线教师开展校园场景下社交技能干预提供实践参考。方法采用单一被试实验设计,选取北京市公办普通小学二年级确诊ASD学生作为研究对象,该生具备基础的口语表达能力,但缺乏主动交往意识,不会主动与同伴发起交流。结合校园场景,设计《你好》《看书 ...
胡雪芳, 孙颖, 刘晓明
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