自然情境教学促进孤独症谱系障碍儿童主动口语沟通的个案研究

梁乐琳; 赵惠

doi:10.3969/j.issn.1672-4933.2026.01.020

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自然情境教学促进孤独症谱系障碍儿童主动口语沟通的个案研究

个案研究 | 更新时间：2026-07-30

- 自然情境教学促进孤独症谱系障碍儿童主动口语沟通的个案研究
- A Case Study of Milieu Teaching to Promote Active Oral Communication in Children with Autism Spectrum Disorder
- 中国听力语言康复科学杂志 2026年24卷第1期页码：97-101
- 作者机构：
  
  1.深圳市福田区竹香学校深圳 518043
  2.吉林省听力语言康复中心长春 130062
- 作者简介：
  
  梁乐琳硕士一级教师；研究方向：特殊需要儿童的发展与教育
  赵惠，E-mail：1442078492@qq.com
- 基金信息：
  
  深圳市福田区2023年度教育科学规划课题(FTJYYB2023023)
- DOI：10.3969/j.issn.1672-4933.2026.01.020
  中图分类号： R494
- 收稿：2025-03-28，
  
  网络首发：2026-01-09，
  
  纸质出版：2026-01-15
- 稿件说明：
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梁乐琳,赵惠.自然情境教学促进孤独症谱系障碍儿童主动口语沟通的个案研究[J].中国听力语言康复科学杂志,2026,24(01):97-101.

LIANG Le-lin,ZHAO Hui.A Case Study of Milieu Teaching to Promote Active Oral Communication in Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(01):97-101.
梁乐琳,赵惠.自然情境教学促进孤独症谱系障碍儿童主动口语沟通的个案研究[J].中国听力语言康复科学杂志,2026,24(01):97-101. DOI： 10.3969/j.issn.1672-4933.2026.01.020.

LIANG Le-lin,ZHAO Hui.A Case Study of Milieu Teaching to Promote Active Oral Communication in Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(01):97-101. DOI： 10.3969/j.issn.1672-4933.2026.01.020.

摘要

目的

探究自然情境教学对孤独症谱系障碍（autism spectrum disorder，ASD）儿童主动口语沟通行为的干预效果。

方法

采用单一被试设计对1名13岁ASD儿童进行2个月的自然情境教学干预，自编儿童主动沟通行为观察记录表比较其主动口语沟通行为次数、内容及功能在基线期、干预期和维持期的差异。

结果

自然情境教学能显著改善被试的主动口语沟通行为，包括增加主动沟通次数、丰富口语内容及功能，具有长期的维持效果。

结论

注重ASD儿童的兴趣培养，系统使用示范、提示-示范、时间延宕和随机教学等自然情境教学策略可有效改善ASD儿童的主动口语沟通行为。

Abstract

Objective

To investigate the effectiveness of milieu teaching in improving active oral communication behaviors in children with autism spectrum disorder (ASD).

Methods

A single-subject design was employed to conduct a 2-month milieu teaching with a 13-year-old child with autism. Observation Record Form for Children's Active Communication was used to compare differences in frequency

content

and function of his active oral communication behaviors during the baseline period

intervention period

and maintenance period.

Results

Milieu teaching significantly improved active oral communication behaviors in children with autism

including increased frequency of active oral communication

enriched oral content and functional

with long-term maintenance effects.

Conclusion

Systematically applying milieu teaching strategies

such as modelling

mand-modelling

time delay and incidental teaching while focusing on the interests of children

can effectively enhance active oral communication in children with autism.

关键词

Keywords

references

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