| 刘超,俞辛芸.幼儿园中孤独症谱系障碍儿童人际支持系统建构个案研究[J].陕西学前师范学院学报,2025,41(2):68-77 |
| 幼儿园中孤独症谱系障碍儿童人际支持系统建构个案研究 |
| A Case Study on Construction of Interpersonal Support System for Children with Autism Spectrum Disorder in Kindergarten |
| 投稿时间：2024-12-06 |
| DOI：10. 11995/j. issn. 2095-770X. 2025. 02. 008 |
| 中文关键词: 孤独症谱系障碍儿童 人际支持 融合教育 |
| 英文关键词: autism spectrum disorder interpersonal support inclusive education |
| 基金项目:江苏省教育科学“十四五”规划重点课题（C-b/2021/03/01）；江苏省教育科学“十四五”规划专项课题（C/2023/01/136，C/2024/03/01）；江苏高校哲学社会科学研究项目（2024SJYB1171） |
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| 中文摘要: |
| 人际支持系统在融合教育中有着非常重要的功能。为了针对1名中班孤独症谱系障碍儿童建构适宜的人际支持系统，研究者通过与教师以及保育员建立基本的合作关系，搭建人际支持系统的基点；采用有趣的游戏与儿童周围的3名幼儿同伴建立友好关系，培训3名幼儿同伴初级的支持技能，与教师和保育员建立工作联盟关系，积极使用差别强化程序来消退问题行为，搭建第一层级人际支持系统；扩展班级内水平支持，建立班级间垂直支持，搭建第二层级人际支持系统。结果发现：该孤独症谱系障碍儿童的适应性行为得到显著提升，问题行为发生频率显著下降。主要建议：针对孤独症谱系障碍儿童的学前融合教育，应充分挖掘环境中的人际资源，发挥班级教师的组织作用，激励班级幼儿发挥支持作用，有效利用互动技术支持与情感态度支持的组合。 |
| 英文摘要: |
| Interpersonal support system plays a crucial role in inclusive education. The study aims at the construction of an appropriate interpersonal support system for a child with autism spectrum disorder. The researchers established basic cooperative relationships with teachers and caregivers which built the foundation of the interpersonal support system. By interesting games, researcher developed friendly relationships with three peers, taught them basic support skills,formed working alliance with teachers and caregivers and applied differential reinforcement program to eliminate problematic behavior.Such measures construct first level interpersonal support system. By expanding the horizontal support system within the class and establishing vertical supportsystem between classes, the working alliance built second level of interpersonal support system. The results show that the adaptive behavior of the child was significantly improved, and the frequency of problematic behavior was significantly reduced.For preschool inclusive education for autistic children, it is necessary to excavate interpersonal resources in the kindergarten environment, leverage the organizational role of class teachers, motivate the supportive role of class children, and fully utilize the combination of interactive-technical support and emotional-attitudinal support. |
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