通过绘本教学提高正常发育儿童对自闭症儿童的接纳度。
Improving typically developing children's acceptance toward children with autism via teaching with picture books.
作者信息
Lian Fuxin, Zhang Zhenzhen, Ma Weina, Wang Mian, Lin Yixin
机构信息
Department of Special Education, Hangzhou Normal University, Hangzhou, China.
Department of Special Education, East China Normal University, Shanghai, China.
出版信息
Int J Dev Disabil. 2020 Jul 3;68(3):354-364. doi: 10.1080/20473869.2020.1786325. eCollection 2022.
A quasi-experimental group design with repeated measures at pretest and posttest was employed to examine the effect of teaching with picture books about autism on improving typically developing children's acceptance and attitude toward children with autism in this study. The participants were children with autism and their typically developing peers in two regular elementary schools, one from Hangzhou (as experimental group) and the other from Ningbo (as control group). A six-week long teaching with picture books about autism was carried out for the thirty-six typically developing children in the experimental group. The typically developing children's attitude toward their classmate with autism was assessed before and after the experiment for both experimental and control groups. The results indicated that teaching with picture books about autism improved the peer's acceptance of children with autism in three domains: basic understanding, emotional attitude, and behavioral tendency, with high social validity. However, the quality of peer relationship between children with autism and their typically developing peers was not increased significantly during the study.
本研究采用在预测试和后测试时进行重复测量的准实验分组设计，以检验使用关于自闭症的图画书教学对提高正常发育儿童对自闭症儿童的接纳度和态度的效果。参与者是来自两所普通小学的自闭症儿童及其正常发育的同龄人，一所来自杭州（作为实验组），另一所来自宁波（作为对照组）。对实验组的36名正常发育儿童进行了为期六周的关于自闭症的图画书教学。实验前后对实验组和对照组中正常发育儿童对其自闭症同学的态度进行了评估。结果表明，使用关于自闭症的图画书教学在三个方面提高了同龄人对自闭症儿童的接纳度：基本理解、情感态度和行为倾向，具有较高的社会效度。然而，在研究期间，自闭症儿童与其正常发育的同龄人之间的同伴关系质量并未显著提高。
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