School of Education, Bar-Ilan University, Israel.
Autism. 2013 May;17(3):317-39. doi: 10.1177/1362361312472989. Epub 2013 Apr 24.
This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: "Join-In" to teach collaboration and "No-Problem" to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children's social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered.
本研究考察了一种基于学校的、协作式技术干预措施与认知行为疗法相结合，对高功能自闭症谱系障碍儿童（n = 22）进行社会协作和社会对话概念教学，以及增强他们与同伴实际社会互动行为（协作和社会对话）的效果。该干预措施包括两个计算机程序：“加入”（Join-In）教授协作，“没问题”（No-Problem）教授对话。社会认知领域的评估包括概念感知测量、解决问题、心理理论以及一项双人绘画协作任务，以检验儿童社会互动的变化。结果表明，儿童在社会认知领域有所改善，他们对社会问题提供了更积极的社会解决方案，并在干预后对协作和社会对话有了更恰当的理解，心理理论也有了一定的提高。实际社会互动的改善则较为分散。
