孤独症谱系障碍儿童语言障碍特点及语言能力提升的康复干预模式

李丽芳; 李晶; 张长杰

doi:10.11852/zgetbjzz2024-0274

PDF(683 KB)

中国儿童保健杂志 ›› 2025, Vol. 33 ›› Issue (1) : 97-102. DOI: 10.11852/zgetbjzz2024-0274

综述

孤独症谱系障碍儿童语言障碍特点及语言能力提升的康复干预模式

李丽芳^1,2, 李晶^1,2, 张长杰³

作者信息 +

Characteristics of language disorders in children with autism spectrum disorder and rehabilitation intervention mode to improve their language ability

LI Lifang^1,2, LI Jing^1,2, ZHANG Changjie³

Author information +

文章历史 +

摘要

社交沟通缺乏是孤独症谱系障碍(ASD)的主要表现之一,而ASD儿童社交沟通能力的缺乏很大一部分原因是儿童的语言问题。本文从前语言能力、语音、语义、语法、语用等维度对ASD儿童的语言障碍特点进行回顾分析,并通过整理、分析相关文献,归纳了能提高ASD儿童的语言能力、社交沟通能力的康复干预模式。本文总结文献得出,在ASD儿童的康复干预过程中,采用能提高ASD儿童前语言能力、语音、语义、语法、语用等方面的康复干预模式,能够有效提高ASD儿童的语言能力。

Abstract

Lack of social communication is one of the main manifestations of autism spectrum disorder (ASD). A significant part of the reason for the lack of social communication skills in children with ASD is due to their language disorders. This paper reviews and analyzes the characteristics of language disorders in children with ASD from the perspectives of pre-linguistic skills, phonology, semantics, syntax, and pragmatics. By organizing and analyzing relevant literature, this paper summarizes rehabilitation intervention models that can enhance language and social communication abilities in children with ASD. The review of the literature concludes that in the process of rehabilitation intervention for children with ASD, adopting intervention models that improve pre-linguistic skills, phonology, semantics, syntax, and pragmatics can effectively enhance the language abilities of children with ASD. This paper reviews literature and concludes that the rehabilitation intervention mode can improve the language ability of children with ASD by improving the pre-language ability, phonology, semantic, syntax and morphology, and pragmatics abilities.

导出引用

李丽芳, 李晶, 张长杰. 孤独症谱系障碍儿童语言障碍特点及语言能力提升的康复干预模式[J]. 中国儿童保健杂志. 2025, 33(1): 97-102 https://doi.org/10.11852/zgetbjzz2024-0274

LI Lifang, LI Jing, ZHANG Changjie. Characteristics of language disorders in children with autism spectrum disorder and rehabilitation intervention mode to improve their language ability[J]. Chinese Journal of Child Health Care. 2025, 33(1): 97-102 https://doi.org/10.11852/zgetbjzz2024-0274

中图分类号： R749.94

参考文献

[1] Hirota T, King BH. Autism spectrum disorder:A review[J]. JAMA, 2023, 329(2): 157-168.
[2] Maenner MJ, Warren Z, Williams AR, et al. Prevalence and characteristics of autism spectrum disorder among children aged 8 years-autism and developmental disabilities monitoring network, 11 sites, United States, 2020[J]. MMWR Surveill Summ, 2023, 72(2): 1-14.
[3] Zhou H, Xu X, Yan W, et al. Prevalence of autism spectrum disorder in China: A nationwide multi-center population-based study among children aged 6 to 12 years[J]. Neurosi Bull, 2020, 36(9): 961-971.
[4] Simms MD, Jin XM. Autism, language disorder, and social (Pragmatic) communication disorder: DSM-V and differential diagnoses[J]. Pediatr Rev, 2015, 36(8): 355-363.
[5] 锜宝香.儿童语言与沟通发展[M].台北:心理出版社股份有限公司,2009: 6-10,136-139.
[6] 谢春香,杨媛,郑禹英,等.孤独症谱系障碍儿童前语言期沟通性发声干预模式初探[J].中国听力语言康复科学杂志,2023,21(4): 341-343.
Xie CX, Yang Y, Zheng YY, et al. Preliminarystudy on intervention pattern of communicative vocalizations in prelinguistic stage of children with autism spectrum disorder[J]. Chin Sci J Hear Speech Rehabil, 2023, 21(4): 341-343.(in Chinese)
[7] 陈墨,韦小满.自闭症儿童非语言沟通能力的评估研究[J].中国特殊教育,2015,22(5): 44-50.
Chen M, Wei XM. The assessment of non-verbal communication skills for children with autism[J]. Chin J Spec Educ, 2015,22(5): 44-50.(in Chinese)
[8] 宋珊珊,静进,万国斌.孤独谱系障碍儿童语言能力特点及早期影响因素[J].中国儿童保健杂志,2015,23(3): 278-280.
Song SS, Jing J, Wan GB. Language ability characteristics and early influencing factors in children with autism spectrum disorders[J]. Chin J Child Health Care, 2015, 23(3): 278-280.(in Chinese)
[9] Mastrogiuseppe M, Capirci O, Cuva S, et al. Gestural communication in children with autism spectrum disorders during mother-child interaction[J]. Autism, 2015, 19(4): 469-481.
[10] 杜青,何宏祥.孤独症谱系障碍儿童语言和社交沟通障碍相关问题[J].中国实用儿科杂志,2019,34(8): 632-637.
Du Q, He HX. Issues related to language and social communication disorders in children with autism spectrum disorders[J]. Chin J Practl Pediatr, 2019, 34(8): 632-637.(in Chinese)
[11] 李曙光.乔姆斯基与福柯理论视域下自闭症儿童语言障碍[J].南京师大学报(社会科学版),2016,62(5): 112-119.
Li SG. Language disorders of children with autism viewed from the perspectives of chomsky and foucault's theories[J].Journal of Nanjing Normal Universing (Social Science Edition), 2016,62(5): 112-119.(in Chinese)
[12] 王碧君,苏小娜,吕玲,等.孤独症儿童语言水平探究[J].中国儿童保健杂志,2017,25(12): 1255-1258.
Wang BJ, Su XN, Lyu L, et al. Exploration for language of children with autism[J]. Chin J Child Health Care, 2017, 25(12): 1255-1258.(in Chinese)
[13] 魏燕荣,杨银.孤独症谱系障碍儿童语用推理研究进展[J].中国特殊教育,2023,30(5): 58-67.
Wei YR, Yang Y. Researchprogress in pragmatic inference for children with autism spectrum disorders[J]. Chin J Spec Educ, 2023,30(5): 58-67.(in Chinese)
[14] Arunachalam S, Luyster RJ. Lexical development in young children with autism spectrum disorder (ASD): How ASD may affect intake from the input[J]. J Speech Lang Hear Res, 2018, 61(11): 2659-2672.
[15] Noens ILJ, Berckelaer-Onnes IAV. Captured by details: Sense-making, language and communication in autism[J]. J Commun Disord, 2005, 38(2): 123-141.
[16] Tek S, Mesite L, Fein D, et al. Longitudinal analyses of expressive language development reveal two distinct language profiles among young children with autism spectrum disorders[J]. J Autism Dev Disord, 2014, 44(1): 75-89.
[17] 岳姣姣,刘巧云,刘敏,等.孤独症儿童空间方位语言的理解与表达行为特征研究:以"到"字句为例[J].中国康复理论与实践,2023,29(1): 1-5.
Yue JJ, Liu QY, Liu M, et al. Spatial language understanding and expression in children with autism: A study of "(go/come) to "sentence in Chinese[J]. Chin J Rehabil Theory Pract, 2023, 29(1): 1-5.(in Chinese)
[18] 周兢,张义宾.基于汉语儿童语料库构建的儿童语言发展测怦系统[J].学前教育研究,2020,34(6): 72-84.
Zhou J, Zhang YB. Thecomputerized child language analysis:Building a non-standardized child language measuring system based on Chinese language development corpus[J].Journal of Studies In Early Childhood Education, 2020,34(6): 72-84.(in Chinese)
[19] Naigles LR, Cheng M, Xu Rattanasone N, et al. "You're telling me!" The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development[J]. Res Autism Spectr Disord, 2016, 27: 11-20.
[20] 李晓燕,周兢.自闭症儿童语言发展研究综述[J].中国特殊教育,2006,13(12): 60-66, 59.
Li XY, Zhou J. Areview on language development of autistic children[J]. Chin J Spec Educ, 2006,13(12): 60-66, 59.(in Chinese)
[21] 陈冠杏,杨希洁.自闭症儿童会话能力探究[J].中国特殊教育,2014,21(11): 45-52.
Chen GX, Yang XJ. On ASD children's conversational capacities[J]. Chin J Spec Educ, 2014,21(11): 45-52.(in Chinese)
[22] Nadig A, Lee I, Singh L, et al. How does the topic of conversation affect verbal exchange and eye gaze? A comparison between typical development and high-functioning autism[J]. Neuropsychologia, 2010, 48(9): 2730-2739.
[23] 王贞,李胜利.不同儿童语言障碍特点及主要相关因素[J].中国康复理论与实践,2013,19(6): 536-540.
Wang Z, Li SL. Characteristics andassociated factors of children language disorders (review)[J]. Chin J Rehabil Theory Pract, 2013, 19(6): 536-540.(in Chinese)
[24] Volden J. Conversational repair in speakers with autism spectrum disorder[J]. Int J Lang Commun Disord, 2004, 39(2): 171-189.
[25] Norbury CF, Bishop DV. Narrative skills of children with communication impairments[J]. Int J Lang Commun Disord, 2003, 38(3): 287-313.
[26] 陈冠杏,庄姣娇,卢英俊.普通幼儿与自闭症幼儿汉语叙说能力比较研究[J].中国特殊教育,2015,22(8): 38-43.
Chen GX, Zhuang JJ, Lu YJ. Acomparative study of narration abilities on 4-5 year-old pre-school children and children with autism who speak Chinese[J]. Chin J Spec Educ, 2015,22(8): 38-43.(in Chinese)
[27] 中华医学会儿科学分会发育行为学组,中国医师协会儿科分会儿童保健专业委员会,儿童孤独症诊断与防治技术和标准研究项目专家组.孤独症谱系障碍儿童早期识别筛查和早期干预专家共识[J].中华儿科杂志,2017,55(12): 890-897.
The Subspecialty Groupof Developmental and Behavioral Pediatrics, the Society of Pediatrics, Chinese Medical Association, The Subspecialty Group of Primary Health Care, the Society of Pediatrics, Chinese Medical Doctor Association, Project Expert Group of Diagnosis, Prevention and Therapy Techniques and Standards os Childhood Autism Spectrum Disorders. Consensus on early identification screening and early intervention for autism spectrum disorder[J]. Chin J Pediatr, 2017, 55(12): 890-897.(in Chinese)
[28] Hume K, Steinbrenner JR, Odom SL, et al. Evidence-based practices for children, youth, and young adults with autism: Third generation review[J]. J Autism Dev Disord, 2021, 51(11): 4013-4032.
[29] Leaf JB, Cihon JH, Ferguson JL, et al. Advances in our understanding of behavioral intervention: 1980 to 2020 for individuals diagnosed with autism spectrum disorder[J]. J Autism Dev Disord, 2021, 51(12): 4395-4410.
[30] LaFrance DL, Weiss MJ, Kazemi E, et al. Multidisciplinary teaming: Enhancing collaboration through increased understanding[J]. Behav Anal Pract, 2019, 12(3): 709-726.
[31] Markham V, Giles A, May R. Evaluating efficacy and preference for prompt type during discrete-trial teaching[J]. Behav Modif, 2020, 44(1): 49-69.
[32] Leaf JB, Leaf R, McEachin J, et al. Applied behavior analysis is a science and, therefore, progressive[J]. J Autism Dev Disord, 2016, 46(2): 720-731.
[33] Vietze P, Lax LE. Early intervention ABA for toddlers with ASD: Effect of age and amount[J]. Curr Psychol, 2020, 39(4): 1234-1244.
[34] 李胜利.语言治疗学[M].2版.北京:人民卫生出版社,2013: 15-31,176-196.
[35] 美国培声听力语言中心.爸妈带我学说话:儿童语言发展家长指导手册[M].北京:人民卫生出版社,2018: 54-89.
Bethelhearingandspeaking Center. Parentstake me to speak: A parent's guide to language development of child[M]. Beijing: People's Medical Publishing House, 2018: 54-89.(in Chinese)
[36] 温雯.游戏治疗在儿童语言障碍康复中的应用[J].中国听力语言康复科学杂志,2021,19(1): 61-65.
Wen W. Application of play therapy in the rehabilitation of children with language disorder[J]. Chin Sci J Hear Speech Rehabil, 2021, 19(1): 61-65.(in Chinese)
[37] Binns AV, Smyth R, Andres A, et al. Looking back and moving forward:A scoping review of research on preschool autism interventions in the field of speech-language pathology[J]. Autism Dev Lang Impair, 2021, 6: 617255163.
[38] Bowman KS, Suarez VD, Weiss MJ. Standards for interprofessional collaboration in the treatment of individuals with autism[J]. Behav Anal Pract, 2021, 14(4): 1191-1208.
[39] LaRue R, Weiss MJ, Cable MK. Functional communication training: the role of speech pathologists and behavior analysts in serving students with autism[J]. J Speech Lang Pathol Appl Behav Anal, 2009, 3(2-3): 164-172.
[40] 李丽芳,李晶,张长杰.应用行为分析联合语言治疗对孤独症谱系障碍儿童语言能力的影响[J].中华物理医学与康复杂志,2024,46(2): 139-144.
Li LF, Li J, Zhang CJ. The effects of using applied behavioral analysis combined with speech-language therapy on language ability in children with autism spectrum disorders[J]. Chin J Phys Med Rehabil, 2024, 46(2): 139-144.(in Chinese)
[41] 李晓燕.自闭症儿童语言的范畴特征研究与整合取向[J].中国特殊教育,2009,16(11): 35-42.
Li XY. A review of research on language development of autistic children and trend of integration[J]. Chin J Spec Educ, 2009,16(11): 35-42.(in Chinese)