摘要：本研究采用眼动技术探讨孤独症谱系障碍(ASD)患者对背景中的本异族面孔的加工特点。研究采用2(组别)×2(面孔种族)×3(背景)的混合设计,让16名16-25岁的ASD患者和17名生理年龄匹配的正常人完成变化检测任务,并记录他们的眼动。结果显示:与正常人相比,ASD患者的面孔辨别力更低;他们的眼动呈现更多的面孔-背景眼跳和更多的上下半脸眼跳;两组被试的上下半脸眼跳的次数受到面孔种族以及面孔和背景是否一致的影响。结论:在行为指标上,正常人出现了本族效应,而ASD患者没有出现本族效应;在眼动上,ASD患者呈现与正常人相似的面孔注视时间,但比正常人呈现更多的眼跳。面孔的背景影响了面孔辨别力以及上下半脸眼跳轨迹。

摘要：沟通能力是特殊学生顺利融入社会的关键要素之一。教授自闭症学生以一种恰当的沟通方式与人交往,为他们搭建与外界的沟通途径十分重要。文中研究采用单一被试A-B-A实验设计,检验平板电脑辅助教学促进低功能无口语学生主动沟通的实际效果。结果表明,平板电脑辅助教学能够有效提升被试在实验活动中的主动沟通频率、语句长度和词汇量、沟通的功能,且具有一定的维持效果。

摘要：文中的研究采用单一被试跨行为多基线实验设计,通过对一位低功能低口语的孤独症儿童运用绘本阅读结合口腔定位治疗训练,以自制发音绘本为教具,通过任务分析将具体的发音行为进行目标分解,运用行为塑造原理循序渐进逐步塑造儿童发四种代表不同口腔肌肉运用能力的标志音。干预后个案的习得音节、口语清晰度改善,总体语言理解及表达能力有所提升。

摘要：社交对话能力是孤独症谱系障碍(Autism Spectrum Disorder, ASD)儿童融入社会的重要基础。然而,由于ASD群体在语言理解、语言表达和情境判断等方面存在显著障碍,在习得社交对话技能时面临诸多挑战。本研究拟将脚本法与视频电话过程相结合,形成脚本化的视频聊天技术,利用视觉支持、情境模拟和现代通讯技术,为ASD儿童提供更加生动、可操作的社交对话训练路径。本研究旨在帮助ASD儿童适应现代生活的同时,通过单被试实验设计对脚本化视频聊天技术干预社交对话能力的有效性进行验证。研究结果显示,脚本化视频聊天技术可有效提升ASD儿童在视频电话过程中的社交对话发起频次和社交对话的准确性,也可帮助ASD儿童在社交对话中产生更丰富的语言描述。该研究提示,脚本化视频聊天技术作为促进ASD儿童在视频电话过程社交对话表现的有效方法,或许可以为扩大ASD儿童与其大家庭成员等社会他人的社交互动,帮助ASD儿童进一步适应信息社会生活带来契机。Social conversation skills are a crucial foundation for children with Autism Spectrum Disorder (ASD) to integrate into society. However, due to significant difficulties in language comprehension, language expression, and situational judgment, ASD children face numerous challenges in acquiring social conversational skills. This study combines scripting methods with video call processes to develop a scripted video chat technique that leverages visual support, situational simulation, and modern communication technologies, providing ASD children with a more engaging and practical pathway for social conversation training. The study aims to help ASD children adapt to modern life while employing a single-subject experimental design to verify the effectiveness of scripted video chat interventions in enhancing social conversation skills. The results demonstrate that scripted video chat techniques effectively increase the frequency and accuracy of social conversation initiation in video calls for ASD children and help ASD children produce more diverse language descriptions in their dialogues. This study suggests that scripted video chat techniques, as a valid approach to improving ASD children’s social conversational performance during video calls, may offer opportunities to expand their interactions with extended family members and other social contacts, further aiding their adaptation to an information-driven society.