Santhanam Siva Priya
Department of Communication Sciences and Disorders, College of Health and Human Services, Bowling Green State University, OH.
Lang Speech Hear Serv Sch. 2023 Jan 17;54(1):120-139. doi: 10.1044/2022_LSHSS-22-00027. Epub 2023 Jan 10.
Videogaming offers an interactive, enjoyable, and socially valid context for interaction between autistic and non-autistic students in schools. In this tutorial, I describe an approach that supports communication and peer interaction through group-based videogaming. This approach creates an opportunity for autistic and non-autistic students to engage in a meaningful and enjoyable activity and to promote acceptance and appreciation of communication differences.
This tutorial includes development, planning, essential components, goal writing, and a list of resources and directions to implement the videogaming-based group intervention in middle and high school settings. This tutorial is grounded in a supports-based, anti-ableist, neurodiversity framework that embraces a difference-based view of autistic communication. Cost-effectiveness and ease of implementation make this intervention feasible for school settings.
Ableist practices are pervasive in academic and clinical settings. There is an urgency within the field of speech-language pathology to address misconceptions regarding autism and autistic individuals, increase the understanding and appreciation of diversity in autistic communication, and eliminate practices that may promote autistic masking. These can be achieved by developing supports that value the preferences and experiences of autistic individuals and honor their strengths. Videogaming is one context that supports social communication. It does not hinge upon normative communication as a benchmark. Increased contact and exposure to autistic peers through fun and engaging game-based interactions help reduce stigma and prejudice toward autistic students.
电子游戏为学校中自闭症学生和非自闭症学生之间的互动提供了一个互动性强、有趣且具有社会效度的环境。在本教程中，我描述了一种通过基于小组的电子游戏来支持沟通和同伴互动的方法。这种方法为自闭症学生和非自闭症学生创造了一个参与有意义且有趣活动的机会，并促进对沟通差异的接受和欣赏。
本教程包括开发、规划、基本组成部分、目标设定，以及在初中和高中环境中实施基于电子游戏的小组干预的资源和指导清单。本教程基于一种以支持为基础、反残障主义的神经多样性框架，该框架秉持对自闭症沟通的差异观。成本效益和易于实施使这种干预在学校环境中可行。
残障主义做法在学术和临床环境中普遍存在。言语语言病理学领域迫切需要解决对自闭症及自闭症个体的误解，增进对自闭症沟通多样性的理解和欣赏，并消除可能促使自闭症患者伪装的做法。这些可以通过开发重视自闭症个体的偏好和经历并尊重其优势的支持措施来实现。电子游戏是支持社交沟通的一种环境。它不以规范沟通为基准。通过有趣且吸引人的基于游戏的互动增加与自闭症同伴的接触和交流，有助于减少对自闭症学生的污名化和偏见。
