Intervention Research Of Structured Teaching On The Common Attention Deficit Of Children With Autism

To study the invention effect of structured teaching on the joint attention deficit and social response in autistic children.In this study,a pre-test and post-test experiment design was adopted between the intervention group and the control group,and the subjects were matched and grouped according to the physiological age,the assessment scale for autistic children and the Peabody picture vocabulary test.Three groups of subjects were included :the intervention group of children with ASD(12),the control group of children with ASD(12)and the control group of children with TD(12).Among them,the control group of children with ASD was not treated,while the intervention group of children with ASD was treated for 8 weeks.Results:(1)The pre-test results showed that there were significant differences between children with ASD and children with TD in the number and score of initiating joint attention(IJA),and children with responding to joint attention(RJA).There were no significant differences in the number and score of the IJA and RJA between the ASD children intervention group and the ASD children control group.(2)Differences in post-test and pre-test between children with ASD in the intervention group showed that there were significant differences in the number and score of the IJA and RJA after the intervention,but there were no remarkable change in the distance pointing following.(3)The difference between the two groups of children's post-test and pre-test variables showed that the number of the IJA in the ASD intervention group was higher than that in the ASD control group,but the scores of pointing and the distance pointing following were not significant.(4)Maintenance effect: the number of IJA and RJA were mainted to the same degree,but the scores of the IJA were not significant.(5)There was no significant difference of the post-test Social Response Scale in the dimensions and total scores between the ASD intervention group.Conclusion: Structured teaching is helpful to improve the ability of joint attention,and it has a good maintenance effect,but it cannot significantly improve the level of children's social response.In addition,the researcher discussed the intervention model,the problems in the intervention,and the factors of the intervention effect.They also reflect on the shortcomings of this study and provided a reference for future research.