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首页> 外文学位 >Teaching Child-initiated Social Interactions to Preverbal Children with Autism: Effects on Social Initiations, Treatment Response Profiles and Vocal Communication.
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Teaching Child-initiated Social Interactions to Preverbal Children with Autism: Effects on Social Initiations, Treatment Response Profiles and Vocal Communication.

机译：向患有自闭症的谚语儿童教授儿童引发的社交互动：对社交动机，治疗反应模式和人声交流的影响。

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摘要

Engaging in spontaneous social behaviors towards others is critical to initiating and maintaining reciprocal social interactions (e.g., Garner & Estep, 2001; Oke & Schreibman, 1990). The literature has identified marked deficits in child-initiated social behaviors in young children with autism (e.g., Koegel, Koegel, Frea, & Fredeen, 2001; Mundy & Burnette, 2005). Researchers believe that interventions effectively targeting these early social communication behaviors in this population may minimize obstacles to subsequent language learning and social interaction skills (e.g., Rogers & Dawson, 2010; Yoder, Warren, & Hull, 1995).;Thus far, there is very little research on specific behavioral training of social initiations to young, preverbal children with autism or on the effect this early training has on response to treatment. The aim of this research project was to systematically evaluate a social initiation training (SIT) program for children with autism and examine the effect of SIT on the efficacy of another behavioral treatment, PRT. This study targeted children who, based on an assessment of specific behavior characteristics, were not expected to increase social initiation behaviors during PRT (Sherer & Schreibman, 2005). A single-subject multiple baseline design across subjects was used to examine treatment efficacy and to evaluate individual differences in treatment response. During baseline sessions children received PRT only. During the treatment component of the study, children's sessions included both SIT and PRT.;This study replicated earlier findings that children who do not exhibit the PRT "responder" profile do not increase social initiations in response to PRT alone. As hypothesized, with the addition of an SIT program, all four participants evidenced gains in social initiations. All four children displayed gains in vocal communication during treatment (PRT + SIT) that were greater than gains in baseline (PRT). The three participants who did not display approach behaviors consistent with PRT "responders" profile prior to treatment, met the criteria following treatment. These results support the notion that at least one of the behaviors in the PRT "responder" profile, approach, can change in response to therapeutic intervention. Implications for the importance of social initiation training with young preverbal children are discussed.
机译：参与他人自发的社交行为对于启动和维持相互的社交互动至关重要（例如Garner＆Estep，2001; Oke＆Schreibman，1990）。文献已经发现自闭症幼儿的儿童发起的社交行为明显不足（例如，Koegel，Koegel，Frea和Fredeen，2001; Mundy＆Burnette，2005）。研究人员认为，针对这些人群中的这些早期社交沟通行为的干预措施可以最大程度地减少后续语言学习和社交互动技能的障碍（例如，Rogers＆Dawson，2010； Yoder，Warren和＆Hull，1995）。很少有研究针对自闭症的年幼，谚语前儿童的社交活动进行特定的行为训练，或者有关这种早期训练对治疗反应的影响的研究。该研究项目的目的是系统地评估自闭症儿童的社交启蒙训练（SIT）计划，并研究SIT对另一种行为疗法PRT的疗效。这项研究针对的儿童基于对特定行为特征的评估，预计在PRT期间不会增加社交行为（Sherer＆Schreibman，2005）。跨受试者的单受试者多基线设计用于检查治疗效果并评估治疗反应中的个体差异。在基线会议期间，儿童仅接受PRT。在研究的治疗过程中，儿童活动包括SIT和PRT 。；该研究重复了先前的发现，即未表现出PRT“反应者”特征的儿童不会增加仅对PRT做出反应的社会活动。如假设的那样，通过增加SIT程序，所有四名参与者都证明了社交活动的收获。所有四个孩子在治疗期间（PRT + SIT）的声音交流增益均高于基线（PRT）的增益。在治疗前未表现出与PRT“响应者”概况一致的进场行为的三名参与者在治疗后均符合标准。这些结果支持这样的观点，即PRT“响应者”概况，方法中的至少一种行为可以响应治疗干预而改变。讨论了对年幼的前言儿童进行社会启蒙训练的重要性的含义。

著录项

  • 作者

    Rocha, Marie Louise.;

  • 作者单位

    University of California, San Diego.;

  • 授予单位 University of California, San Diego.;
  • 学科 Psychology Social.;Psychology Clinical.;Speech Communication.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 164 p.
  • 总页数 164
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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