《中国康复理论与实践》

《中国康复理论与实践》 ›› 2023, Vol. 29 ›› Issue (1): 1-5.doi: 10.3969/j.issn.1006-9771.2023.01.001

• 专题 儿童心理与行为康复 • 上一篇    下一篇

孤独症儿童空间方位语言的理解与表达行为特征研究：以“到”字句为例

岳姣姣1, 刘巧云1(), 刘敏1, 卢海丹1, 赵航1, 李萍2, 张燕3   

  1. 1.华东师范大学教育学部康复科学系/上海智能教育研究院，上海市 200062
    2.上海市普陀区启星学校， 上海市 200061
    3.上海市静安区教育学院，上海市 200040
  • 收稿日期:2022-12-30 修回日期:2023-01-12 出版日期:2023-01-25 发布日期:2023-02-17
  • 通讯作者: 刘巧云， E-mail： qyliu@spe.ecnu.edu.cn
  • 作者简介:岳姣姣(1997-)，女，汉族，甘肃平凉市人，硕士研究生，主要研究方向：孤独症儿童的语言与沟通康复。
  • 基金资助:
    1. 国家重点研发计划项目(2022YFC2705201);2.上海市长宁区卫生健康委员会项目(2019CNECNUPI05-1);3. 上海市浦江人才计划项目(2019PJC033);4. 国家语委科研规划项目(YB145-21)

Spatial language understanding and expression in children with autism: a study of “(go/come) to” sentence in Chinese

YUE Jiaojiao1, LIU Qiaoyun1(), LIU Min1, LU Haidan1, ZHAO Hang1, LI Ping2, ZHANG Yan3   

  1. 1. Department of Rehabilitation Science, East China Normal University, Shanghai 200062, China
    2. Shanghai Putuo District Qixing School, Shanghai 200061, China
    3. Jing'an School of Education, Shanghai 200040, China
  • Received:2022-12-30 Revised:2023-01-12 Published:2023-01-25 Online:2023-02-17
  • Contact: LIU Qiaoyun, E-mail: qyliu@spe.ecnu.edu.cn
  • Supported by:
    National Key Research and Development Program of China(2022YFC2705201);Shanghai Changning District Health Committee Project(2019CNECNUPI05-1);Shanghai Pujiang Program(2019PJC033);National Language Commission Research Plan(YB145-21)

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摘要：

目的 探究孤独症儿童空间方位语言的理解与表达行为特征。

方法 设计含“到”字句理解与表达能力的三级阶梯测试表，内容包括一般主谓句、附带位移目的的连谓句、附带位移方式的连谓句。2022年3月至6月，选择17例特殊教育学校孤独症患儿，以及17例Peabody图画词汇测验中文修订版成绩匹配的幼儿园健康儿童，进行“到”字句理解和表达测试，分析患儿的典型错误行为。

结果 “到”字句的理解和表达，句式层级主效应(F > 3.718, P < 0.05)和儿童类型主效应(F > 8.782, P < 0.001)均显著，复杂句式、患儿的成绩更差。患儿常见的错误表达类型为成分缺失、句式杂糅、自主句式、用词不准、内容不符、混合错误和无反应，错误类型数及分布均与健康儿童不同。

结论 孤独症患儿“到”字句的理解和表达能力低于语言能力匹配的健康儿童，主要表现为错误频次更高、错误类型更加多样。

关键词: 孤独症, 语言, 方位句, 理解, 表达

Abstract:

Objective To investigate the characteristics of spatial orientation language comprehension and expression behavior of children with autism.

Methods A three-ladder test was designed to test the comprehension and expression of "(go/come) to" sentences, including general subject-predicate sentences, conjunctive-predicate sentences with displacement purposes, and conjunctive-predicate sentences with displacement modes. March to June, 2022, the test was conducted on 17 children with autism from a special education school and 17 healthy children matched the scores of Peabody Picture Vocabulary Test-Chinese revised from a kindergarten. The typical errors were analyzed for children with autism.

Results The main effects of sentence ladders (F > 3.718, P < 0.05) and children groups (F > 8.782, P < 0.001) were significant on comprehension and expression of sentences, while the performance was poor for the complex sentences and for the children with autism. The common types of errors in expression were missing components, mixed sentences, autonomous sentences, inaccurate wording, inconsistent content, blending errors and non-response. The numbers and the distribution of error types were quite different from the children with autism to the healthy children.

Conclusion Children with autism are more difficult to understand and express "(go/come) to" sentences, mainly manifested in a higher error frequency and more kinds of error.

Key words: autism, language, spatial sentence, comprehension, expression

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