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首页> 外文期刊>Journal of autism and developmental disorders >Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders
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Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders

机译：感觉运动输入的增加对自闭症谱系障碍儿童学习语言和非语言任务的影响

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Thirty-four children, with autism spectrum disorders, ages 4-14 years, were matched and randomly assigned to one of two conditions for learning a novel juice-making task and producing two novel words about the event. Seventeen sighted children were manually guided to perform the task and tactually prompted during imitated productions of novel words for the event. Their matched controls heard the novel words and watched the juice-making task being performed. Performances on four verbal and two nonverbal measures right after instruction and at 24-48 h post-instruction, revealed higher scores for the ''hands-on'', participation than observation group on both verbal and nonverbal tasks. This study offers a paradigm for exploring the instructional advantage of enhanced participatory experience.
机译：匹配并随机分配了34名年龄在4-14岁之间的患有自闭症谱系障碍的儿童，将其分配给两个条件之一，以学习一项新颖的榨汁任务并针对该事件产生两个新颖的单词。在模仿活动的新颖单词的制作过程中，十七名失明的儿童被手动引导执行任务，并在提示上得到提示。他们相配的控件听了新颖的话，并看着正在执行的榨汁任务。在教学后和教学后24-48 h进行的四个口头和两个非语言量度的测试显示，“动手”，参与的得分均高于观察组在口头和非语言任务上的得分。这项研究为探索增强参与体验的教学优势提供了范例。

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