Modeling Training of Child’s Echoic Conversational Response for Students with Autism Spectrum Disorder: To Be a Good Listener
Modeling Training of Child’s Echoic Conversational Response for Students with Autism Spectrum Disorder: To Be a Good Listener
复制标题
自闭症谱系障碍学生儿童回声对话反应建模训练：做一个好的倾听者
作者：
Natsumi Ishikawa;Mikimasa Omori;Jun
患有自闭症谱系障碍 (ASD) 的学生通常难以用口头语言应对对话。这些学生经常重复他们听到的内容，他们的回声行为具有潜在的交际功能。我们将当一个人在 3 秒内以适当的韵律重复同伴的主题词时的回声行为定义为孩子的回声对话反应。在这项研究中，我们检查了孩子的回声对话反应技能的获得情况，以及这些技能是否可以为 4 名患有自闭症谱系障碍的学生提供和概括自然的对话。训练过程中，要求学生模仿实验者在最近一次对话中使用的主题词。学生们学习了孩子的回声会话反应技巧，提高了他们的会话能力。他们甚至通过培训和改进新的口头反应对非培训材料进行了轻微的概括。这些发现表明，扩大患有自闭症谱系障碍的学生的演讲技巧可能有助于提高自然对话技能。
Students with autism spectrum disorder (ASD) often have difficulties in responding to conversation with verbal language. These students often repeat what they hear, and their echoic behavior has a potentially communicative function. We define the echoic behavior when an individual repeats a peer’s topic word with appropriate prosody within 3 s as the child’s echoic conversational response. In this study, we examined the acquisition of the child’s echoic conversational response skills and whether these skills could provide and generalize natural conversation for 4 students with ASD. During the training, students were instructed to imitate the topic word that the experimenter had used in the latest conversation. Students learned the child’s echoic conversational response skills and improved their conversation skills. They even showed a slight generalization for nontraining materials through trainings and improvements in responding with new verbal responses. These findings suggested that expanding speakers’ repertoires for students with ASD might facilitate improvement of natural conversation skills.