The Conversation Maintain Ability Of Children With Autism And Education Intervention Study

Impairments in languages are one of the three core disorders ofautism.the lag of language block autistic children out of the self,and toadapt to the society. Therefore, language training is the main aspect ofautistic children’s education intervention. And with the focus on specialeducation of national education policy, there appeared more and moreautism education intervention mechanism in society. To reveal theconversation maintain ability of autism, the study works on threecharacteristics which include the topic maintenance, the intentionsmaintenance and the strategies maintenance. On this basis, combiningwith the observation of the autism intervention mechanism and interviewwith teachers and parents of autism,the study analysis that if thecurriculum of education intervention on children with autism cooperate the conversation maintenance ability.And then,some suggestions are putforward.Research mainly include two parts, the first part is the analysis of theautism’s mother-child interactions. This part selected20samples ofchildren with autism and80normal children samples aged3,4,5, and6.compared the characters of conversation maintenance of autisticchildren and normal children by MLU pairing.through multivariate anovaand repeated measurement anova,the study found that children withautism’s maintain ability performance for: to master basic conversationalability and has various sessions maintain way development; have nodifference with ordinary children on topic maintain lengths, but thesubject participation is not high; maintain way lack of suitability andmaintain speech quality is low; the words which require high interactivedevelopment slowly and the lack of communication rules restrict thechoice of the ways of the different sessions to maintain.The second part of the research works on the curriculum of autismintervention mechanism.The study selected one autism interventionmechanism case in Shandong, collected data through the interview,observation.The analysis of data found that there are some questions existin the curriculum: the overall framework is harm for young autisticchildren’s language development; language teaching focus on languageknowledge, teaching content is fragment and teacher’s autonomy is too strong; interdisciplinary language using rate is low; the language trainingmethod which the education institutions teach to the mother is rigid;mothers misunderstand the education goal and the understanding of"generalization" is narrow. The curriculum of this autism educationintervention mechanism is not coroperate with autism pragmaticcompetence, especially the conversation maintain ability’s development.Finally, according to conclusions of the research one and researchtwo, targeted education countermeasures and Suggestions to thecurriculum of education institutions are put forward.