The study on the instruction to children with high-functioning pervasive developmental disorder in learning activities and social skills.

本研究于2002年至2004年进行，主要研究结果如下：1.本研究探讨了高功能自闭症谱系障碍和自闭症儿童父母的压力与支持的关系。结果如下：1）因素分析显示，高功能自闭症谱系和自闭症障碍儿童的父母经历了压力紧张，如负担感，焦虑和期望。2）关于压力和支持之间的相关性，非正式支持与压力之间存在高度相关性。2.对高血压儿童的临床治疗结果表明，3.对轻度发展障碍儿童进行口头作文教学的研究结果表明，合作问题解决有助于发展儿童的社会技能，4.以极低出生体重国小五年级学童解决算术应用题为研究对象，结果显示子过程评量对教学有帮助。

The results of our research from 2002 to 2004 were as follows :1.We investigated the relation between stress and support while clarifying the stress experienced by parents who had children with high-functioning autistic spectrum and Asperger's disorder. The results were as follows :1)Factor analysis showed that parents who had children with high-functioning autistic spectrum and Asperger's disorder experienced stressful tensions such as feeling of burden, anxieties, and expectations.2)Regarding the correlation between stress and support, a high correlation was found between informal support and stress.2.The results of clinical approach to children with high-functioning pervasive developmental disorder through physical movement therapy and games showed that the therapy was effective for development of social skills.3.The results of study on teaching oral compositions to children with mild developmental disorder showed that collaborative problem solving facilitated to improve development and leaning.4.The results of research on solving arithmetic word problems by primary school fifth graders with very low birthweights showed that assessing via subprocesses was useful for teaching.