目的 对1名有仿说能力、能识认日常物品的孤独症谱系障碍(ASD)儿童(男,62个月)进行心智解读能力(TOM)干预。方法 整合运用示范法、提示法、视频建模法等循证证据证明有效的干预策略,从区分自己和他人身体、区分自我和他人所属物品、区分自我和他人社会关系、自我身体的控制、自我行为控制等方面对儿童进行系统行为训练。共经过9个月的训练,训练前、训练5个月、训练后采用ToM量表、心理教育概况中文版(第三版)(PEP-3)、儿童期孤独症评定量表第二版(CARS-2)标准化工具对儿童能力进行评估。结果 经过训练,儿童ToM量表任务通过率达到100%,PEP-3量表各维度的发展月龄增加,CARS-2量表得分降低。结论 以自我概念为切入点,对ASD儿童ToM能力进行干预,可以有效提升其社交沟通能力,适合应用于具备一定仿说、认知能力的ASD儿童中。
关键词
孤独症谱系障碍儿童 /
心智解读训练 /
社交沟通能力 /
个案研究
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基金
重庆市技术创新与应用发展专项(CQYC20200303136)。
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