| The play is the children's natural instincts and has a key role in the process of children's growth and development.In different levels of the play,the development of pretend play has an important role in the establishment of children's communication and cognitive ability,as well as for autistic children.But different from the ordinary children,autistic children generally have the obstacles of pretend play,which will undoubtedly limit and damage the daily social activities of autistic children.At present,empirical studies have shown that teaching strategy intervention can improve the ability of autistic children of pretend play,such as visual prompts strategy,pivotal response training,spoken prompting strategy,mutual imitation strategy and so on.Among them,the comparative study of teaching strategies is limited,so the purpose of this study is to compare the teaching effect of visual prompts strategy and spoken prompts strategy on pretend play of pre-school autistic children.The subjects of this study are a girl of 3 years and 6 months and a boy of 2 years and 10 months with autism.The method of the study is the alternating treatment of adjustment in the single subject design.The independent variables are visual prompts and spoken prompts.And the dependent variables are immediate effect,character and place categorization effect and maintenance effect of pretend play teaching with children as the main body.The teaching experiment is divided into three stages: baseline stage,intervention stage and tracking stage(including maintaining detection and classification detection of people and place).In the tracking stage,the people and place classification detection and maintaining detection are carried out.In order to compare the teaching effect of the two groups of cue strategies,we set six goals of pretend play behavior and each goal will only use the corresponding cue strategy for teaching.At the end of the teaching experiment,the sound analysis of the experimental data was conducted and the social validity was established through the teaching effectiveness evaluation scale and interview table.The results are as follows:1.Visual prompts and spoken prompts have immediate,sustained and generalization effects on learning pretend play for preschoolers with autism.2.There was no difference between Visual prompts and spoken prompts in the maintenance and categorization of pretend play,while sound cue had a slightly better immediate effect.3.The experiment has social validity.Parents give affirmation and support to the effect of pretend play teaching.In addition,the researchers discussed the teaching effect of pretend play for autistic children and put forward some suggestions for future teaching and research. |
