Zhang Jing, Sun Qingzhou, Liu Xue, Yang Fuyi
Department of Special Education, Faculty of Education, East China Normal University, Shanghai, China.
School of Management, Zhejiang University of Technology, Hangzhou, China.
Front Psychol. 2022 Mar 14;13:804488. doi: 10.3389/fpsyg.2022.804488. eCollection 2022.
The barriers to responsiveness and the initiation of communication are the two key problems encountered by children with autism spectrum disorders (ASD). Prior interventions based on behavioral reinforcement have had an obvious effect on responsive communication but a weak effect on the initiation of communication. Based on psychological development theory, we designed ultra-light clay interventions involving hands-on production or multi-interaction around key concepts and themes, teaching children about basic concepts, relationships, and logic, making abstract knowledge concrete and experience. Two studies (Study 1: = 3, one-to-one intervention; Study 2: = 8, one-to-two intervention) showed that ultra-light clay intervention improved both the initiation of and response to communication among children with ASD, but that such improvements show a peer-generalization effect in initiation communication, not in responsive communication. These findings provide a set of ultra-light clay interventions for communication in children with ASD and suggest a relationship between endogenous interventions and the initiation of communication.
反应性障碍和沟通发起障碍是自闭症谱系障碍（ASD）儿童所面临的两个关键问题。以往基于行为强化的干预措施对反应性沟通有明显效果，但对沟通发起的效果较弱。基于心理发展理论，我们设计了超轻黏土干预，包括围绕关键概念和主题进行动手制作或多互动，向儿童传授基本概念、关系和逻辑，使抽象知识具体化并转化为经验。两项研究（研究1：n = 3，一对一干预；研究2：n = 8，一对二干预）表明，超轻黏土干预改善了ASD儿童的沟通发起和反应，但这种改善在发起沟通中显示出同伴泛化效应，在反应性沟通中则没有。这些发现为ASD儿童的沟通提供了一套超轻黏土干预措施，并提示了内源性干预与沟通发起之间的关系。
