Expressive communication of children with autism: the use of challenging behaviour
Expressive communication of children with autism: the use of challenging behaviour
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DOI：
10.1111/j.1365-2788.2008.01042.x
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发表时间：
2008-11-01
影响因子：
3.6
通讯作者：
Chiang, Hsu-Min
中科院分区：
文献类型：
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作者：
Chiang, Hsu-Min
背景：目前缺乏在自然环境中对严重言语障碍的自闭症儿童的挑战性行为进行实证研究。本研究的目的是调查澳大利亚和台湾自闭症儿童的挑战行为，他们在学校环境中是非语言或有限的语言（即少于五个功能词），并解决以下问题：（1）什么是挑战行为的交际特征（如交际功能，合作伙伴，活动和合作伙伴的反应）？(2)样本特征（如年龄、自闭症严重程度、适应性行为水平、图形符号的使用、非符号行为的使用、言语的使用）是否与挑战性行为的数量相关？(3)挑战行为的交际变量是否存在文化差异？方法采用自然观察法对孤独症儿童的挑战行为进行研究。共有32名（17名澳大利亚和15名台湾）自闭症儿童谁是非语言或有限的讲话参加了目前的研究，每个参与者被录像2小时，在他/她的日常schoolroutes.Results十六出32名儿童具有挑战性的行为。拒绝行为用于请求和拒绝交际功能。配对样本t检验显示，请求和拒绝之间的发生频率没有显着差异。研究对象是成年人和同龄人。配对样本t检验显示，挑战性的行为是针对成年人显着更频繁地比同龄人。沟通的合作伙伴表现出不同的反应（如否认，没有反应，交付，删除，承认）的挑战性行为。重复测量方差分析（ANOVA）显示合作伙伴的反应的主要影响。否认是最常见的反应。在各种课堂活动中（例如学术活动、晨会、早茶、午餐、空闲时间）都发生了回避行为。重复测量的方差分析揭示了活动的主要影响。学术活动中最常发生的行为。一组相关性分析表明，图形符号的使用和挑战行为的数量之间存在显着的相关性。一系列的Mann-Whitney U测验显示，澳大利亚和台湾儿童在挑战行为、交际功能和伙伴方面存在显著差异。卡方检验显示，有显着更多的澳大利亚自闭症儿童谁表现出挑战性的行为比台湾children.Conclusions目前的研究表明，一个高比例的自闭症儿童严重的言语障碍使用具有挑战性的行为作为一种形式的表达沟通在他们的学校环境。本研究的发现可能对自闭症儿童工作的从业者有影响。
Background There is a lack of empirical research investigating challenging behaviour in children with autism with severe speech impairments in naturalistic settings. The aim of the present study was to investigate challenging behaviour among Australian and Taiwanese children with autism who are non-verbal or have limited speech (i.e. less than five functional words) in school settings and to address the following questions: (1) What are the communicative characteristics (e.g. communicative functions, partners, activities and partner's responses) of challenging behaviour? (2) Do sample characteristics (e.g. age, severity of autism, adaptive behaviour level, the use of graphic symbols, the use of non-symbolic acts, the use of speech) associate with the amount of challenging behaviour? (3) Do cultural differences exist in communicative variables of challenging behaviour?Method Naturalistic observations were used to investigate challenging behaviour in children with autism. A total of 32 (17 Australian and 15 Taiwanese) children with autism who were non-verbal or had limited speech participated in the current study and each participant was videotaped for 2 h during his/her everyday school routines.Results Sixteen out of 32 children had challenging behaviour. Challenging behaviour was used for requesting and rejecting communicative functions. A paired-samples t-test revealed that no significant differences existed in the frequency of occurrence between request and reject. Challenging behaviour was directed to adults and peers. A paired-samples t-test revealed that challenging behaviour was directed to adults significantly more frequently than to peers. Communicative partners showed different responses (e.g. deny, no response, delivered, removed, acknowledge) to challenging behaviour. A repeated-measures analysis of variance (ANOVA) revealed a main effect for partner response. Deny was the most common response. Challenging behaviour occurred across a variety of classroom activities (e.g. academic activities, morning circle, morning tea, lunch, free time). A repeated-measures ANOVA revealed a main effect for activity. Challenging behaviour occurred most often during academic activities. A set of correlation analyses indicated a significant correlation existed between the use of graphic symbols and the amount of challenging behaviour. A series of Mann-Whitney U-tests revealed significant differences between Australian and Taiwanese children on the amount of challenging behaviour, communicative functions and partners. A Chi-squared test revealed that there were significantly more Australian children with autism who displayed challenging behaviour than Taiwanese children.Conclusions The current study shows that a high proportion of children with autism with severe speech impairments used challenging behaviour as a form of expressive communication in their school environments. The findings from the present study may have implications for practitioners who work with children with autism.