Objective To compare the difference in contingency discrimination training between children with autism spectrum disorder (ASD) and normal children, in order to provide suggestions for the intervention of ASD children. Methods A total of 22 children diagnosed with ASD in the Department of Children's Health Care of Shanghai Children's Hospital and 24 normal children matched with age and intelligence quotient (IQ) were selected into this study from July 2020 to October 2021. Children in both groups took contingency discrimination training, and the difference was compared. Results The score of positive and negative contingency discrimination training under motivational manipulation between ASD children and normal children had no significant difference (Z=1.35,1.63, P＞0.05). ASD children scored significantly lower in positive and negative contingency discrimination training with external visualization signs than normal children (Z=2.83, 5.04, P＜0.05). And for ASD children, the score of positive contingency discrimination training with external visualization signs was significantly different with that of negative contingency discrimination training with external visualization signs (Z=3.17, P＜0.05). Conclusion ASD children have lower contingency discrimination training with external visualization signs than normal children. In addition, ASD children have lower negative contingency discrimination training with external visualization signs than positive contingency discrimination training with external visualization signs. Therefore, it is recommended that training related to contingency discrimination training with external visualization signs should be added to the rehabilitation training of ASD children.
Key words
autism spectrum disorder /
observational learning /
contingency discrimination training
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
References
[1] 王默.观察学习应用于自闭症幼儿早期干预的可能性探析[J]. 早期教育(教科研版), 2014,32(11):25-29.
[2] Meltzoff AN, Kuhl PK, Movellan J, et al. Foundations for a new science of learning[J]. Science, 2009, 325(5938):284-288.
[3] Ledford JR,Gast DL, Luscre D, et al.Observational and incidental learning by children with autism during small grouPinstruction[J]. J Autism Dev Disord, 2008,38(1):86-103.
[4] 蔡侑恩, 凤华. 后效区辨训练对自闭症儿童观察学习之成效研究[J]. 特殊教育研究学刊, 2017, 42(2):31-56.
[5] Greer R,Dudek-Singer J, Gautreaux G. Observational learning[J]. Int J Psychol, 2006, 41:486-499.
[6] Taylor BA,DeQuinzio JA. Observational learning and children with autism[J]. Behav Modif, 2012, 36(3):341-360.
[7] 成银萍,张婕,王锦.陕西地区孤独症谱系障碍儿童血清25-羟维生素D水平分布调查研究[J].陕西医学杂志,2022,51(5):625-628.
[8] 魏予昕, 王志丹, 周睿, 等. 自闭症儿童与普通儿童模仿能力的比较研究[J]. 中国特殊教育, 2019,26(10):26-33.
[9] 魏予昕, 王志丹, 康琴, 等. 孤独症谱系障碍患者模仿缺陷的临床研究[J]. 中国康复医学杂志, 2020, 35(9):1086-1090.
[10] 陈光华, 方俊明. 自闭症儿童模仿能力的研究进展[J]. 中国特殊教育, 2009,16(9):59-64.
[11] American Psychiatric Association. Diagnostic and statistical manual of mental disorders[M]. 5th ed. Washington, DC: American Psychiatric Association, 2013.
[12] Pereira-Delgado JA, Greer RD. The effects of peer monitoring training on the emergence of the capability to learn by observing instruction received by peers[J]. Psychological Record, 2009, 59: 407-434.
[13] Rehfeldt RA, Latimore D, Stromer R. Observational learning and the formation of classes of reading skills by individuals with autism and other developmental disabilities[J]. Res Dev Disabil, 2003, 24(5):333-358.
[14] Reynolds BS, Newsom CD,Lovaas OI. Auditory overselectivity in autistic children[J]. J Abnorm Child Psychol, 1974, 2(4):253-263.
[15] Varni JW, Lovaas OI, Koegel RL, et al. An analysis of observational learning in autistic and normal children[J]. J Abnorm Child Psychol, 1979, 7(1):31-43.
[16] Baer DM, Peterson RF, Sherman JA. The development of generalized imitation by reinforcing behavioral similarity to a model[J]. J Exp Anal Behav, 1967, 10(5):405-416.
[17] Chawarska K, Shic F, Macari S, et al. 18-month predictors of later outcomes in younger siblings of children with autism spectrum disorder:A baby siblings research consortium study[J]. J Am Acad Child Adolesc Psychiatry, 2014,53(12):1317-1327.
PDF(699 KB)
