Exploration and Practice of Group Activity Mode for Children with Autism Spectrum Disorder in the Context of Medical and Educational Integration

CAO Ye; LI Xing-dong; HE Sai-jin; LIN Hai-ying; WANG Chao; REN Jie; ZHU Li-guo

doi:10.3969/j.issn.1672-4933.2026.04.005

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Exploration and Practice of Group Activity Mode for Children with Autism Spectrum Disorder in the Context of Medical and Educational Integration

Autism Behavioral Intervention and Rehabilitation | 更新时间：2026-09-22

- Exploration and Practice of Group Activity Mode for Children with Autism Spectrum Disorder in the Context of Medical and Educational Integration
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 4, Pages: 356-360(2026)
- 作者机构：
  
  上海市特殊儿童康复中心上海 200127
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.04.005
  CLC： R494
- Received：14 February 2026，
  
  Revised：2026-05-19，
  
  Accepted：30 June 2026，
  
  Published：15 July 2026
- 稿件说明：
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曹晔,李醒栋,何赛金等.医教结合背景下孤独症谱系障碍儿童集体活动模式探索与实践[J].中国听力语言康复科学杂志,2026,24(04):356-360.

CAO Ye,LI Xing-dong,HE Sai-jin,et al.Exploration and Practice of Group Activity Mode for Children with Autism Spectrum Disorder in the Context of Medical and Educational Integration[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(04):356-360.
曹晔,李醒栋,何赛金等.医教结合背景下孤独症谱系障碍儿童集体活动模式探索与实践[J].中国听力语言康复科学杂志,2026,24(04):356-360. DOI： 10.3969/j.issn.1672-4933.2026.04.005.

CAO Ye,LI Xing-dong,HE Sai-jin,et al.Exploration and Practice of Group Activity Mode for Children with Autism Spectrum Disorder in the Context of Medical and Educational Integration[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(04):356-360. DOI： 10.3969/j.issn.1672-4933.2026.04.005.

摘要

目的

探索医教结合背景下孤独症谱系障碍（ASD）儿童集体活动的有效干预模式，构建具有科学性与操作性的ASD儿童集体教学活动体系，促进其综合能力发展，为特殊教育实践提供参考。

方法

选取10例 4～6岁ASD儿童（平均年龄5岁半）作为研究对象，采用医生-特教老师-康复治疗师三方协作的医教结合模式。干预方案以上海市学前特殊教育课程指南为指导，构建发展性课程与功能性课程相结合的双轨课程体系，实施为期1年的半日集体教学干预，每周5个半天，并结合环境支持、嵌入式教学、分层教学及积极行为支持等综合策略，通过多学科团队协作推进干预实施。

结果

课程实施1年后，10名儿童在认知、语言理解、小肌肉、大肌肉、模仿、沟通及体能等维度均显著提升（

0.01）。同期开展的家长满意度调查显示，所有家长对教师工作及课程安排表示非常满意，并报告孩子在语言理解、规则意识、社交互动及生活自理等方面取得明显进步。表明该干预对儿童多领域发展有积极效果且获得家长高度认可。

结论

基于医教结合的ASD儿童集体教学模式，通过建立医教协同机制、设计科学课程体系及综合运用教学策略，能够有效促进其综合能力发展。该模式兼具科学性与实践性，可为相关教育实践提供有益参考与实施路径。

Abstract

Objective

To explore effective intervention models for group activities for children with autism under the background of medical-educational integration

construct a scientific and operable system of group teaching activities for children with autism

promote the development of children's comprehensive abilities

and provide reference for special education practice.

Method

This study selected 10 autistic children aged 4-6 (with an average age of 5 and a half years) as research subjects

adopting a tripartite collaboration model involving doctors

special education teachers

and rehabilitation therapists. The intervention program was guided by the "Shanghai Curriculum Guide for Preschool Special Education"

constructing a dual-track curriculum system combining developmental and functional courses. A half-day collective teaching intervention was implemented for a period of one year

with five half-days per week

combined with comprehensive strategies such as environmental support

embedded teaching

layered teaching

and positive behavior support. The intervention was promoted through multidisciplinary team collaboration.

Results

After one year of curriculum implementation

10 children showed significant improvements in dimensions such as cognition

language comprehension

fine motor skills

gross motor skills

imitation

communicatio

and physical fitness (

0.01). A parent satisfaction survey conducted during the same period revealed that all parents (10/10) expressed very satisfaction with the teachers' work and curriculum arrangements

and generally reported that their children had made significant progress in language comprehension

rule awareness

social interaction

and self-care. This indicates that the intervention has a positive effect on children's multi-domain development and is highly recognized by parents.

Conclusion

The collective teaching model for children with autism based on the integration of medical education can effectively promote the comprehensive ability development of children with autism by establishing a medical-educational collaboration mechanism

designing a scientific curriculum system

and comprehensively applying teaching strategies. This model combines scientific rigor with practicality

providing valuable references and implementation paths for related educational practices.

关键词

Keywords

references

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