孤独症行为干预技术的发展——从高结构化教学范式到自然教学策略范式

贺荟中

doi:10.3969/j.issn.1672-4933.2026.04.001

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孤独症行为干预技术的发展——从高结构化教学范式到自然教学策略范式

专家笔谈 | 更新时间：2026-09-22

- 孤独症行为干预技术的发展——从高结构化教学范式到自然教学策略范式
- The Development of Behavioral Intervention Approaches for Autism Spectrum Disorder: A Paradigm Shift from Highly Structured Instructional Models to Naturalistic Teaching Strategies
- 中国听力语言康复科学杂志 2026年24卷第4期页码：337-340
- 作者机构：
  
  北京师范大学融合教育研究中心北京 100875
- 作者简介：
  
  贺荟中博导教授；研究方向：孤独症谱系障碍儿童教育干预有效性循证实践，心理学博士，北京师范大学教育学部特殊教育学院教授，博士生导师，北京师范大学教育学部融合教育研究中心主任。2021年度国家社科基金重大项目“汉语自闭症人群社会融合路径研究”首席专家。研究方向：孤独症谱系儿童教育干预有效性的循证实践，孤独症谱系障碍儿童学校支持下的发展，特殊需要儿童认知与社会性发展，融合教育，学习障碍儿童发展与教育，听觉障碍等。民进中央参政议政特邀研究员，残疾人事业发展研究会理事会常务理事，中国残疾人康复协会理事，中国残疾人康复协会孤独症康复专业委员会副主任，中国残疾人康复协会应用行为分析专业委员会常务委员，中国心理卫生协会家校社医协同育人专委会委员。2009～2010年在美国加州大学圣地亚哥分校心理学系Laura Schreibman教授主持的孤独症早期干预研究项目实验室工作学习，获得关键反应训练（PRT）技术资格证书，并将该技术引入中国，开启本土化研究，成效显著。
- 基金信息：
  
  2021年度国家社会科学基金重大项目“汉语自闭症人群的社会融合路径研究”(21ZD293)
- DOI：10.3969/j.issn.1672-4933.2026.04.001
  中图分类号： R494
- 收稿：2026-03-10，
  
  纸质出版：2026-07-15
- 稿件说明：
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贺荟中.孤独症行为干预技术的发展——从高结构化教学范式到自然教学策略范式[J].中国听力语言康复科学杂志,2026,24(04):337-340.

HE Hui-zhong.The Development of Behavioral Intervention Approaches for Autism Spectrum Disorder: A Paradigm Shift from Highly Structured Instructional Models to Naturalistic Teaching Strategies[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(04):337-340.
贺荟中.孤独症行为干预技术的发展——从高结构化教学范式到自然教学策略范式[J].中国听力语言康复科学杂志,2026,24(04):337-340. DOI： 10.3969/j.issn.1672-4933.2026.04.001.

HE Hui-zhong.The Development of Behavioral Intervention Approaches for Autism Spectrum Disorder: A Paradigm Shift from Highly Structured Instructional Models to Naturalistic Teaching Strategies[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(04):337-340. DOI： 10.3969/j.issn.1672-4933.2026.04.001.

摘要

行为干预是孤独症干预中成效较高的科学干预模式，经历了从高结构化教学策略范式到自然教学策略范式的发展。高结构化教学策略主要以早期密集行为干预、回合式教学和言语行为干预为代表，强调成人主导、高密度训练和结构化教学程序。自然教学策略以当前的自然发展行为干预模型为代表，包括关键反应训练、早期介入丹佛模式等方法，注重儿童主导、自然情境和动机激发。本文旨在系统梳理这一范式的转变脉络，探讨行为干预模式下不同行为干预技术的优势，帮助教师及从业人员立足儿童发展基础，制定适宜的干预目标，确定干预模式及干预技术，以更好地提升孤独症儿童的干预成效，促进其发展，使其能在不同场域中进行社会融合。

Abstract

Behavioral intervention is a scientifically validated and highly effective approach for autism spectrum disorder (ASD). It has evolved from high-structured teaching paradigms to naturalistic teaching strategies. High-structured strategies

represented by Early Intensive Behavioral Intervention (EIBI)

Discrete Trial Training (DTT)

and Verbal Behavior Intervention

emphasize adult-led instruction

high-density training

and structured procedural frameworks. In contrast

naturalistic strategies

exemplified by the current Naturalistic Developmental Behavioral Interventions (NDBIs) such as Pivotal Response Treatment (PRT) and the Early Start Denver Model (ESDM)

prioritize child-led interactions

naturalistic contexts

and motivation enhancement. This paper systematically reviews the trajectory of this paradigm shift

explores the advantages of various behavioral intervention techniques within the behavioral framework

and aims to assist educators and practitioners in establishing appropriate intervention goals

selecting suitable models and techniques based on children's developmental foundations. The ultimate objective is to enhance intervention efficacy

promote the development of children with ASD

and facilitate their social integration across diverse settings.

关键词

Keywords

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