Department of Special Education, Faculty of Education, University of Haifa, Haifa, Israel.
J Intellect Disabil Res. 2013 Jul;57(7):669-80. doi: 10.1111/j.1365-2788.2012.01584.x. Epub 2012 Jun 8.
Children with autism may benefit from using graphic symbols for their communication, language and literacy development. The purpose of this study was to investigate the influence of colour versus grey-scale displays on the identification of graphic symbols using a computer-based intervention.
An alternating treatment design was employed to examine the learning and generalisation of 58 colour and grey-scale symbols by four preschool children with autism. The graphic symbols were taught via a meaning-based intervention using stories and educational games.
Results demonstrate that all of the children were able to learn and maintain symbol identification over time for both symbol displays with no apparent differences. Differences were apparent for two of the children who exhibited better generalisation when learning grey-scale symbols first. The other two showed no noticeable difference, between displays when generalising from one display to the other. Implications and further research are discussed.
患有自闭症的儿童可能受益于使用图形符号来促进他们的沟通、语言和读写能力发展。本研究的目的是调查在基于计算机的干预中，使用彩色与灰度显示对图形符号识别的影响。
采用交替治疗设计，通过使用故事和教育游戏的基于意义的干预方法，对 4 名自闭症学龄前儿童的 58 个彩色和灰度图形符号进行学习和泛化的研究。
结果表明，所有儿童都能够随着时间的推移学习并保持符号识别，对于两种符号显示方式均无明显差异。对于其中两个孩子来说，先学习灰度符号时表现出更好的泛化，这两个孩子存在明显差异。另外两个孩子在从一种显示方式泛化到另一种显示方式时，没有表现出明显差异。讨论了相关影响和进一步的研究。
