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首页> 外文学位 >Communication skills of young children diagnosed with autism: Comparative effectiveness of applied behavior analysis and developmental, individual-difference, relationship-based interventions.
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Communication skills of young children diagnosed with autism: Comparative effectiveness of applied behavior analysis and developmental, individual-difference, relationship-based interventions.

机译：被诊断为自闭症的幼儿的沟通技巧：应用行为分析与发展性，个体差异，基于关系的干预措施的比较有效性。

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Comparative effectiveness of intervention programs addressing communication skills of young children diagnosed with autism is rarely examined in relation to progress toward functional, clinical outcomes. Examination of the effectiveness of specific intervention techniques with young children would provide valuable information for treatment choices during the critical early intervention period. Applied Behavior Analysis (ABA) (Lovaas, 1977; 1987) and Developmental, Individual-Difference, Relationship-Based model (DIR) (Greenspan & Wieder, 1998), are fundamentally different intervention programs compared in a pilot study completed in a 6-week language disorders clinic. Seven males and three females participated 4 days a week for 25 minutes each day. A Kruskal-Wallis test revealed no significant difference between pre- and post-test scores for the DIR and ABA intervention programs on the Communication and Symbolic Behavior Scales (CSBS) (Wetherby & Prizant, 1999a).; The current research explored the differences between the pre- and post-test results on the CSBS following a 6-week intervention program of either ABA or DIR. Ten young children diagnosed with autism were matched on pre-test scores, chronological and mental age, and developmental language stage obtained from the CSBS. One child from each pair was randomly assigned to either ABA or DIR. Sessions were held 4 days per week for 3 hours each day.; Post test scores were analyzed to compare ABA and DIR intervention outcomes. Scores on the language comprehension scale were significant (Wilkes-Lambda: F (1,6) = 9.195, p = .023) with the children receiving ABA demonstrating significantly improved scores for language comprehension than the children receiving DIR. The within subjects analysis showed several scales on which the children demonstrated significant differences between pre- and post test scores.; Changes in daily clinical goals showed significant differences for language comprehension and verbal production Wilkes-Lambda: F (1, 6) = 6.313, p = .046; Wilkes-Lambda: F (1, 6) = 9.195, p = .023, respectively). The ABA children made greater gains in these communication measures than the DIR children. Discussion focuses on the possible reasons for clinical improvements and the implementation of each approach that facilitated the improvements. Possible limitations in the research are presented as well as potential areas for future research.
机译：很少针对涉及自闭症的幼儿的沟通技能的干预计划的相对有效性与功能，临床结果的进展进行比较。对特殊干预技术对幼儿的有效性进行检查将为关键的早期干预期间的治疗选择提供有价值的信息。应用行为分析（ABA）（Lovaas，1977; 1987）和发展性，基于个体差异，基于关系的模型（DIR）（Greenspan＆Wieder，1998）是根本不同的干预计划，与6-周语言障碍诊所。每周四天，每天25分钟，有7位男性和3位女性参加。 Kruskal-Wallis检验显示，在沟通和象征行为量表（CSBS）上的DIR和ABA干预计划的测试前和测试后分数之间没有显着差异（Wetherby＆Prizant，1999a）。当前的研究探讨了为期6周的ABA或DIR干预计划后，CSBS的测试前和测试后结果之间的差异。从CSBS获得的十名被诊断为自闭症的幼儿在测试前分数，时间和心理年龄以及发育语言阶段方面相匹配。每对中的一个孩子被随机分配到ABA或DIR。每周举行4天的课程，每天3小时。分析测试后分数以比较ABA和DIR干预结果。语言理解量表的分数是显着的（Wilkes-Lambda：F（1,6）= 9.195，p = .023），而接受ABA的儿童显示出比接受DIR的儿童显着提高的语言理解分数。受试者内部分析显示了几个量表，儿童在这些量表上显示出测试前和测试后分数之间的显着差异。日常临床目标的变化表明，语言理解和语言表达方面存在显着差异Wilkes-Lambda：F（1，6）= 6.313，p = .046; Wilkes-Lambda：F（1，6）= 9.195，p = .023）。与DIR儿童相比，ABA儿童在这些交流方式中获得了更大的收益。讨论的重点是临床改善的可能原因以及促进改善的每种方法的实施。介绍了研究中可能存在的局限性以及未来研究的潜在领域。

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