基于社会故事法改善孤独症谱系障碍儿童同伴交往主动性个案研究

胡雪芳; 孙颖; 刘晓明

doi:10.3969/j.issn.1672-4933.2026.05.002

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基于社会故事法改善孤独症谱系障碍儿童同伴交往主动性个案研究

孤独症儿童融合教育与社交行为发展 | 更新时间：2026-10-08

- 基于社会故事法改善孤独症谱系障碍儿童同伴交往主动性个案研究
- A Case Study on Improving the Initiation of Peer Interaction in Children with Autism Spectrum Disorder Based on Social Stories
- 中国听力语言康复科学杂志 2026年24卷第5期页码：454-458
- 作者机构：
  
  1.北京联合大学特殊教育学院北京 100075
  2.北京教育科学研究院特殊教育研究指导中心北京 100036
- 作者简介：
  
  胡雪芳在读硕士；研究方向：融合教育，特殊儿童认知发展
  刘晓明，E-mail：jiaoyukangfuxue@163.com
- 基金信息：
  
  2023年度国家社会科学基金教育学一般项目“特殊教育普惠发展的保障机制与路径研究”(BHA230142)
- DOI：10.3969/j.issn.1672-4933.2026.05.002
  中图分类号： G760
- 收稿：2026-05-03，
  
  修回：2026-06-03，
  
  录用：2026-08-08，
  
  纸质出版：2026-09-15
- 稿件说明：
移动端阅览
胡雪芳,孙颖,刘晓明.基于社会故事法改善孤独症谱系障碍儿童同伴交往主动性个案研究[J].中国听力语言康复科学杂志,2026,24(05):454-458.

HU Xue-fang,SUN Ying,LIU Xiao-ming.A Case Study on Improving the Initiation of Peer Interaction in Children with Autism Spectrum Disorder Based on Social Stories[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):454-458.
胡雪芳,孙颖,刘晓明.基于社会故事法改善孤独症谱系障碍儿童同伴交往主动性个案研究[J].中国听力语言康复科学杂志,2026,24(05):454-458. DOI： 10.3969/j.issn.1672-4933.2026.05.002.

HU Xue-fang,SUN Ying,LIU Xiao-ming.A Case Study on Improving the Initiation of Peer Interaction in Children with Autism Spectrum Disorder Based on Social Stories[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):454-458. DOI： 10.3969/j.issn.1672-4933.2026.05.002.

摘要

目的

孤独症谱系障碍（ASD）儿童普遍存在社交发起困难，难以主动开展同伴交往，是推行融合教育亟待解决的问题。社会故事法作为ASD循证干预策略，本文旨在探究其对ASD儿童同伴交往主动发起互动行为的干预、维持及泛化效果，丰富ASD儿童社交技能干预的实证数据，为一线教师开展校园场景下社交技能干预提供实践参考。

方法

采用单一被试实验设计，选取北京市公办普通小学二年级确诊ASD学生作为研究对象，该生具备基础的口语表达能力，但缺乏主动交往意识，不会主动与同伴发起交流。结合校园场景，设计《你好》《看书》2个递进式社会故事干预，依据Carol Gray社会故事原则编写标准干预材料，并记录目标行为发生频次，计算各阶段行为发生率，运用目视分析法对比基线期、干预期和维持期的数据变化特征。

结果

个案在干预期1和干预期2接受社会故事干预后，目标行为发生率呈逐步上升趋势并趋于稳定，呈现显著叠加效应；在维持期撤除干预后，目标行为发生率稳定在100%，无明显回落，干预效果具有良好的维持性。干预后，研究对象能主动靠近同伴，使用问候语言，出现友好动作。

结论

社会故事法能够有效提升融合班级ASD儿童主动发起互动的能力，干预效果稳定，易在校园场景泛化，是小学随班就读场景的循证干预手段，适合在融合教育日常教学中推广运用。

Abstract

Objective

Children with autism spectrum disorder (ASD) generally struggle with social initiation and have difficulties engaging in peer interactions voluntarily

which constitutes a prominent challenge in the implementation of inclusive education. As an internationally recognized evidence-based intervention for autism

Social Stories

were adopted in this study to explore its immediate intervention

maintenance

and generalization effects on peer interaction initiation among children with ASD. This research aims to enrich empirical evidence concerning social skill interventions for autistic children and provide practical references for frontline teachers conducting social skill interventions in school settings.

Method

A single-case experimental design was employed in the present study. The participant was a second-grade student with formally diagnosed ASD enrolled in a public general primary school in Beijing. The child possessed basic oral expressive abilities yet lacked the awareness of initiating social contact and never took the initiative to interact with peers. Two progressive Social Stories

titled Hello and Reading Books were developed based on authentic campus contexts. Standardized intervention materials were compiled in strict accordance with Carol Gray's established principles of Social Stories

. The frequency of target behaviors was recorded

and the occurrence rate of target behaviors in each experimental phase was calculated. A visual analysis was utilized to compare data variations across the baseline phase

two intervention phases

and the maintenance phase.

Results

After receiving Social Stories

instruction in Intervention Phase 1 and Intervention Phase 2

the occurrence rate of the participant's target behaviors rose progressively and stabilized

demonstrating a significant additive effect. When all the intervention procedures were withdrawn in the maintenance phase

the occurrence

rate of target behaviors remained steadily at 100% without obvious decline

indicating robust maintenance of intervention outcomes. Following the intervention

the participant could actively approach peers

initiate verbal greetings

and display friendly nonverbal gestures.

Conclusion

Social Stories

can effectively improve autistic children's capacity to initiate simple peer interactions in inclusive classrooms. The intervention yields stable effects that generalize readily to natural campus environments. As an evidence-based intervention suitable for primary school inclusive settings

Social Stories

can be widely applied in daily inclusive education practices.

关键词

Keywords

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