CAJ | 학술논문

在问卷访谈基础上，确立干预目标，遴选干预同伴，创设干预环境，监控干预实施来开展实验，收集数据对随班就读中的自闭症谱系障碍儿童社会交往的同伴介入法进行应用效果研究。结果显示，同伴接纳水平影响儿童朋友的数量和质量，同伴介入存在比没有时儿童在关系质量的积极维度上表现更佳；交往目标确立能为同伴理解，与社会规范要求一致，与身心发展特征相符合是提升儿童被同伴接纳的主要社会认知因素；同伴介入有助于儿童在交往技能提升的同时学会情绪情感常态表达。说明在一定社交情境中，同伴介入有利于儿童社交技能提升。
재문권방담기출상，학립간예목표，린선간예동반，창설간예배경，감공간예실시래개전실험，수집수거대수반취독중적자폐증보계장애인동사회교왕적동반개입법진행응용효과연구。결과현시，동반접납수평영향인동붕우적수량화질량，동반개입존재비몰유시인동재관계질량적적겁유도상표현경가；교왕목표학립능위동반리해，여사회규범요구일치，여신심발전특정상부합시제승인동피동반접납적주요사회인지인소；동반개입유조우인동재교왕기능제승적동시학회정서정감상태표체。설명재일정사교정경중，동반개입유리우인동사교기능제승。
For ASD children’s social intercourse in regular class, with self-designed questionnaires and interviews, the experiment carried out by the establishment of intervention targets, selection of intervention peer, creating intervention environment, and monitoring intervention, together wih data collection. The study shows the quantity and quality of peer acceptance level affects the children’s friends. Through the contrast, it found that: children in the peer intervention are more willing to take the initiative to communicate with their peers and to maintain such a relationship energetically. For a child, the communication goal is consistent with the requirements of social norms, and the characteristics of physical and mental development of child. These are social cognitive factors, which affect the child who will be accepted by peers. For a child, single degree of communication strategies become the reason that the child is not accepted or rejected by peer group. Peer intervention can help the child to learn the normal expression of emotions and feelings when he is able to enhance communication skills. In conclusion,in the certain social context, peer intervention has helped the children to enhance social interaction skills.