Instructional methods for communication of autistic children

这项研究考察了自闭症儿童的沟通特点，并调查了如何改善他们的沟通障碍。研究结果如下：(1)自闭症儿童的人际交往方式随着与特定他人关系的变化而变化。以及在与特定他人的关系中获得的沟通技能，在这种关系中发挥了作用，但在另一种关系中没有发挥作用。(2)这种沟通技能是通过与父母或特定他人的共同愉悦情绪获得的。(3)一旦一种特定的关系建立起来，它就变成了排他性的。结果，在此之前建立起来的人际关系变得脆弱或消失了。这种人际关系的倒置在自闭症儿童人际关系的建立过程中经常被观察到。通过上述结果发现，自闭症儿童的关系专一性沟通反映了他们人际关系的特殊建立过程。在此基础上，考察了人际关系的变化对自闭症儿童镜像反应的影响。(4)随着与特定他人关系的改善，镜像反应增多，反应类型向更高水平转变。探讨了自闭症儿童的镜像反应是否可以作为了解社会发展水平的有用手段。

This study examined the characteristics of communication in autistic children and surveyed how to improve their communication disorders. The results were as follows: (1) Their communication styles of autistic children varied with the changes of the relationship with specific others. And communication skill which had been acquired in the relationship with specific others, fulfilled their function in that relationship, but not in another relationships. (2) Such a communication skill was acquired by a joint emotion of pleasure with parents or specific others. (3) Once a specific relationship was built up, it became.to be exclusive. Consequently the interpersonal relatedness, which had been built up before that time, became week or disappeared. Such an inversion of interpersonal relatedness has been often observed on the build-up process of interpersonal relatedness in autistic children. By the above-stated results, it was found that the relationship -specific communication of autistic children would reflect the peculiar build-up processes of their interpersonal relatedness. On the basis of these results, it was examined how the changes of interpersonal relatedness influence mirror response in autistic children. (4) When the relationship with specific other was improved, mirror responses increased and the response type changed for the higher levels. It was discussed whether mirror response of autistic children could be a useful means or not for the purpose of understanding the levels of social development.