【作者】 王颖；

【导师】 吕明臣；

【作者基本信息】 吉林大学 ， 语言学及应用语言学， 2023， 博士

【摘要】 孤独症谱系障碍(autism spectrum disorder,ASD)是一类起病于儿童发育早期的神经类疾病。《美国精神障碍诊断与统计手册》的最新版本DSM-5,颁布了孤独症谱系障碍的诊断标准:个体是否存在持续性的社交缺陷是判断自闭症的根本依据。具体而言,社交缺陷又包括社交情感互动中的缺陷,社交互动中使用非语言交流行为的缺陷,以及发展、维持和理解人际关系的缺陷。本文以三名中度自闭症儿童为研究对象,对在康复现场收集的患儿第一手语料资料进行纵向调查与研究。语料经过整理分为语音、词汇、语法、交流等四部分,并进行了同质化的归类。本文共分五大部分:绪论部分介绍了国内外该领域的研究概况。国外的相关研究起点早,也比较全面和深入,已逐渐形成体系,例如,对自闭症与相关能力关系、语言能力,还有对手势识别等进行的研究。国内相关研究起步较晚,始于二十世纪八、九十年代,主要体现为对语言障碍、语言发展、语言诊断与治疗、语言干预、语言能力、康复训练等的研究。在梳理国内外相关研究文献后,本文确定以中度汉语自闭症儿童为研究对象,并对其进行语言障碍个案纵向调查研究。具体而言,本文的研究内容主要围绕自闭症儿童的语音、词汇、语法、交流障碍等方面展开,因而也明确了选题意义:儿童语言发展具有多变性、阶段性,通过个案描述能更全面了解自闭症儿童语言障碍的真实面貌,也利于发现汉语自闭症儿童语言障碍的特点,并为解决自闭症儿童语言康复中存在的诸多问题提供有价值的参考。本文的主要研究方法为个案研究,并采用了与之相适应的五种具体手段:观察法、调查法、文献法、对比分析法、个案调查法。第一章为语音障碍调查分析,包含声母障碍和韵母障碍两大类。其中声母部分包括固定音节替代和不固定音节替代;韵母部分则包含固定音节替代和不固定音节替代两种情况。经调查分析,本章总结出自闭症患儿语音障碍有如下特点:1.有降低发音难度的倾向;2.语音障碍有特定规律;3.发音障碍有明显特征;4.康复程度差异较大。本章也总结了语音障碍的若干原因:控制能力的高低、患病程度的轻重、使用频率的多寡、表达动机的强弱、发音位置的难度、儿童心理的影响、康复训练的优劣等。本文最后提出语音障碍康复建议:加强口腔训练、控制气流吸呼、结合语音系统、利用听觉优势、控制音节数量、单韵母的选择、重叠音节的选择、增强包容度等。第二章为词汇语法使用障碍调查分析,包括对构词法特点、词类特点、代词障碍的特殊性、短语特点、句型特点、句类特点、句式特点等进行的调查。通过对上述调查资料的分析,本章得出词汇语法使用障碍有如下特点:构词法使用特点、词类使用特点、代词的使用特点、短语的使用特点、句型的使用特点、句类的使用特点、句式的使用特点。在此基础上,本章总结了词汇语法使用障碍的若干原因:词汇量不足、语言能力较弱、词汇表达较差、构词能力较弱、记忆能力较弱、理解能力较强、表达能力较弱、学习能力较强等。最后,本章提出如下康复建议:采用实词教学、加强语言输入、符合儿童心理、扩大名词数量、重视融合教育、提高记忆能力等。第三章为交流障碍调查分析,主要包括命名障碍、接话障碍、仿说障碍、提要求障碍、日常交际语言障碍、假装游戏语言障碍、独特语言使用障碍等。本章总结了交流障碍的如下特点:命名特点、接话特点、仿说特点、提要求特点、日常交际语言特点、假装游戏语言特点、独特语言使用特点等。在此基础上,本章进一步分析了产生交流障碍的若干原因:如,注意力问题、认知问题、刻板问题、强化物问题、融合问题、经历问题、泛化问题、记忆问题、视觉问题、语言康复的问题等。最后,本章对交流障碍问题提出如下康复建议:激发语言表达、加强融合教育、选择强化物、完善教学内容、运用情境教学、顺应社交异常、家庭康复教育等。第四章为自闭症儿童语言康复评估建议,主要包括:重视家庭康复、调整语言目标、寻求有效方法、提高交际动机、降低授课难度、调整教学内容、细化授课步骤、注重语言训练等。本章也对语言评估提出了相关建议:如,语言评估要符合儿童特点,语言评估要有连续性,康复教师要专业化等。结语部分则阐明了本文的创新点,以及本文在理论和实际应用方面的价值,也一并了提出本文存在的问题和不足之处,以及相应的研究设想。更多还原

【Abstract】 Autism spectrum disorder(ASD)is a class of neurological disorders that occur in early childhood development.The latest version of DSM-5 of the American Manual for the Diagnosis and Statistics of Mental Disorders has issued diagnostic criteria for autism spectrum disorders: whether individuals have persistent social deficits is the fundamental basis for judging autism.Specifically,social defects include defects in social and emotional interaction,the use of nonverbal communication behaviors in social interaction,and the development,maintenance,and understanding of interpersonal relationships.This article takes three children with moderate autism as the research object,and conducts a longitudinal investigation and research on the first-hand language data collected from the rehabilitation site.After sorting out,the corpus is divided into four parts: pronunciation,vocabulary,grammar,and communication,and is classified and arranged in a homogeneous manner.This article is divided into six parts:The introduction section introduces the research situation in this field at home and abroad.The relevant research abroad has an early starting point,is also relatively comprehensive and in-depth,and has gradually formed a system,such as research on the relationship between autism and related abilities,language skills,and gesture recognition.Domestic research started relatively late,starting in the 1980 s and 1990 s,mainly focusing on research on language disorders,language development,language diagnosis and treatment,language intervention,language ability,and rehabilitation training.After reviewing relevant research literature at home and abroad,this article identified moderate Chinese autistic children as the research object,and conducted a longitudinal investigation of language disorders in individual cases.Specifically,the research content of this article mainly focuses on the phonological,lexical,grammatical,and communication barriers of autistic children,and thus clarifies the significance of the topic: Children’s language development is variable and phased,and case descriptions can provide a more comprehensive understanding of the true face of language disorders in autistic children,as well as facilitate the discovery of the characteristics of language disorders in Chinese autistic children.And provide valuable reference for solving many problems in language rehabilitation for children with autism.The main research method of this article is case study,and five specific methods are adopted: observation method,investigation method,literature method,comparative analysis method,and case investigation method.The first chapter is a survey and analysis of phonological disorders,including two categories: initial and final disorders.The initial consonants include fixed syllable substitution and unfixed syllable substitution;The vowel part includes fixed syllable substitution and unfixed syllable substitution.After investigation and analysis,this chapter summarizes the following characteristics of speech disorders in children with autism: 1.There is a tendency to reduce the difficulty of pronunciation;2.Speech disorders have specific rules;3.Pronunciation disorder has obvious characteristics;4.The degree of rehabilitation varies greatly.This chapter also summarizes several reasons for speech disorders: the level of control ability,the severity of illness,the frequency of use,the strength of expression motivation,the difficulty of pronunciation position,the psychological impact of children,and the advantages and disadvantages of rehabilitation training.At the end of this paper,suggestions for rehabilitation of speech disorders are put forward: strengthening oral training,controlling air breathing,combining speech systems,using auditory advantages,controlling the number of syllables,selecting simple final,selecting overlapping syllables,and enhancing tolerance.The second chapter is an investigation and analysis of lexical and grammatical usage barriers,including the investigation of morphological features,part of speech features,the specificity of pronoun barriers,the characteristics of phrases,sentence patterns,sentence types,and sentence patterns.Based on the analysis of the above survey data,this chapter concludes that lexical and grammatical usage barriers have the following characteristics: word formation usage characteristics,part of speech usage characteristics,pronoun usage characteristics,phrase usage characteristics,sentence pattern usage characteristics,sentence category usage characteristics,and sentence pattern usage characteristics.On this basis,this chapter summarizes several reasons for the use of vocabulary and grammar: insufficient vocabulary,weak language ability,poor vocabulary expression,weak word formation ability,weak memory ability,strong understanding ability,weak expression ability,strong learning ability,etc.Finally,this chapter proposes the following rehabilitation suggestions: using content word teaching,strengthening language input,conforming to children’s psychology,expanding the number of nouns,emphasizing integration education,and improving memory ability.Chapter Three is a survey and analysis of communication barriers,mainly including naming barriers,speaking barriers,parody barriers,request making barriers,daily communication language barriers,pretend game language barriers,and unique language use barriers.This chapter summarizes the following characteristics of communication barriers:naming characteristics,speaking characteristics,imitation characteristics,request making characteristics,daily communication language characteristics,pretend game language characteristics,unique language use characteristics,and so on.On this basis,this chapter further analyzes several reasons for communication barriers,such as attention problems,cognitive problems,stereotyping problems,reinforcement problems,fusion problems,experience problems,generalization problems,memory problems,visual problems,language rehabilitation problems,and so on.Finally,this chapter proposes the following rehabilitation suggestions for communication barriers: stimulating language expression,strengthening integration education,selecting reinforcement,improving teaching content,using situational teaching,adapting to social abnormalities,and family rehabilitation education.The fourth chapter is Recommendations for language rehabilitation assessment in children with autism,mainly including: pay attention to family rehabilitation,adjust language goals,seek effective methods,improve communication motivation,reduce the difficulty of teaching,adjust teaching content,refine teaching steps,and pay attention to language training,etc.This chapter also puts forward relevant suggestions for language assessment: for example,language assessment should conform to children’s characteristics,language assessment should have continuity,and rehabilitation teachers should be specialized.The conclusion part clarifies the innovation points of this article,as well as the value of this article in theory and practical application.It also proposes the existing problems and shortcomings of this article,as well as corresponding research assumptions.更多还原