基于多重范例的孤独症儿童假装游戏干预策略及效果分析

Intervention Strategies and Effect Analysis for Pretend Play in Children with Autism Based on Multiple Paradigms

摘要: 孤独症儿童是一类泛化能力较弱的群体，这类儿童难以将所学知识或技能用到其他材料、个体等情境中，容易阻碍儿童生活和自我发展。假装游戏是儿童认知与社交能力发展的关键载体，但孤独症儿童的假装游戏行为与能力却存在显著缺失，这种缺失影响了孤独症儿童的社交生活，也制约着孤独症儿童的思维发展和心理健康。多重范例训练是一种以应用行为分析原理为基础的干预措施，能够通过展现刺激物的多重范例帮助孤独症儿童强化假装游戏技能和泛化能力，并在持续训练中完成巩固。基于此，文章重点探究以多重范例训练为基础的孤独症儿童假装游戏干预策略和实施效果，以期提高孤独症儿童的假装游戏能力，为其全面发展提供支撑。

Abstract: Children with autism are a group with relatively weak generalization abilities, making it difficult for them to apply learned knowledge or skills to other materials, individuals, or contexts, which can hinder their daily lives and self-development. Pretend play serves as a crucial vehicle for the development of cognitive and social skills in children. However, children with autism exhibit significant deficits in pretend play behavior and abilities, which affect their social interactions and also constrain their cognitive development and mental health. Multiple exemplar training is an intervention measure based on the principles of applied behavior analysis, which can help children with autism enhance pretend play skills and generalization abilities by presenting multiple exemplars of stimuli, thereby achieving consolidation through continuous training. Based on this, the article focuses on exploring intervention strategies and implementation effects of pretend play for children with autism grounded in multiple exemplar training, aiming to improve their pretend play abilities and support their comprehensive development.