低语言功能孤独症儿童操作类游戏活动中轮流交替互动行为研究

doi:10.3969/j.issn.1006-9771.2022.12.010

Abstract

Abstract:

Objective To analyze the typical performance of initiating and responding behaviors of turn-taking in operational games for autistic children with low language function in special education schools and to provide a reference for intervention of turn-taking behaviors in operational games.

Methods From November, 2021 to January, 2022, a total of 23 autistic children with low language function (language ability ≤ three years old) in Shanghai Putuo District Qixing School were selected. Their linguistic ability was evaluated. A behavioral assessment approach was used to evaluate the behavior of initiating and responding behaviors of turn-taking in three operational games. The typical errors in initiating behaviors were summarized as difficult to initiate, untimely initiation, no response and abnormal initiation. The typical errors in responding behaviors of turn-taking in operational games were summarized as difficult to respond, untimely response, no response and abnormal response.

Results There was no significant differences in the performance of initiating behaviors among three types of operational games (χ² = 11.106, P = 0.196), and there were significant differences in the performance of responding behaviors among operational games (χ² = 26.256, P = 0.001). The initiating behaviors were postively correlated with word comprehension (r = 0.420, P < 0.05), word naming (r = 0.510, P < 0.05), and sentence imitation (r= 0.505, P < 0.05). The responding behaviors were postively correlated with word comprehension (r = 0.546, P < 0.01), word naming (r= 0.728, P < 0.01), sentence comprehension (r = 0.668, P < 0.01) and sentence imitation (r = 0.656, P < 0.01).

Conclusion Autistic children with low language function showed different typical behaviors of initiating and responding behaviors of turn-taking in operational games. It is suggested that when designing training programs for turn-taking skills, targeted interventions should be made to address the typical types of errors in response and initiation turns, and individualized intervention programs should be designed to enhance children's communicative efficacy in play game and promote their language development and social participation.

Key words: autism, low language function, operational games, turn-taking behavior

CLC Number:

R749.94

YUAN Kexin,FEI Zhixing,CHEN Siqi,ZHANG Xueru,LI Ping,LIU Qiaoyun. Turn-taking behavior in operational games for autistic children with low language function[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(12): 1452-1458.

Figures/Tables 4

References 22

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评估项目	分项目	语言能力评分
语言理解	词语理解	17.565±8.611
语言理解	句子理解	13.348±14.380
语言表达	词语命名	5.783±7.240
语言表达	句式仿说	5.700±10.042

发起表现	按压鸭子(n = 23)	玩具汽车(n = 23)	皮球(n = 23)	总计(n = 69)
正常发起	10	13	13	36
无反应	0	0	1	1
发起不及时	4	2	5	11
难以发起	6	8	4	18
发起异常	3	0	0	3

回应表现	按压鸭子(n = 23)	玩具汽车(n = 23)	皮球(n = 23)	总计(n = 69)
正常回应	6	15	17	38
无反应	0	0	1	1
回应不及时	0	1	2	3
难以回应	8	6	3	17
回应异常	9	1	0	10

行为	词语理解	词语命名	句子理解	句式仿说
发起	0.420^a	0.510^a	0.336	0.505^a
回应	0.546^b	0.728^b	0.668^b	0.656^b

Turn-taking behavior in operational games for autistic children with low language function

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