Discourse comprehension intervention for high-functioning students with autism spectrum disorders: preliminary findings from a school-based study
Discourse comprehension intervention for high-functioning students with autism spectrum disorders: preliminary findings from a school-based study
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DOI：
10.1111/j.1471-3802.2010.01147.x
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发表时间：
2010-06-01
影响因子：
1.5
通讯作者：
Sandberg, Annika Dahlgren
中科院分区：
文献类型：
--
作者：
Asberg, Jakob;Sandberg, Annika Dahlgren
许多患有自闭症谱系障碍(ASD)的学生表现出理解困难。在本研究中，12名患有自闭症的高功能瑞典学生(10-15岁)参加了一项基于课堂的自然主义干预，以支持对关联叙事话语的理解。支持ASD儿童语篇理解的有效方法包括：(I)为教师和学生提供一套共同的、明确的概念，用于谈论和思考理解的活动；(Ii)可以在教师的脚手架和模型下构建儿童的语篇理解。在前测阶段，ASD学生的语篇理解能力较差，但接受性词汇和阅读解码能力接近正常水平。经过4周的训练，干预后的测试结果表明，学生的语篇理解能力有了显著的提高。这种教学的潜力也得到了教师和学生的支持。教师们报告说，出于多种原因，他们将继续对12名学生中的11名使用相同或类似的理解指导，学生们也大多对培训持积极态度。对实践和进一步研究的意义进行了讨论，并指出了研究的局限性。
Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high-functioning Swedish students with ASD (aged 10-15 years) took part in a naturalistic classroom-based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre-testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post-intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study.