An Intervention Research Of Structured Game On Expressive Language In Children With Autism Spectrum Disorder

Language is a tool for communication and thought.Language development runs through all areas of children’s development and has an important impact on other areas of learning and development.When children use language to communicate,they are also developing interpersonal skills,the ability to understand others and judge the communication situation,and the ability to organize their own thoughts.Good expressive language ability is an important condition for individuals to complete information communication with others.Children with normal expressive language development know the rotation of words in communication with others,can find common topics and maintain conversations,and can tell stories and talk about future events.However,even in children with autism spectrum disorders of normal intelligence,there is a significant delay in language acquisition relative to overall cognitive development.The language of children with ASD reflects a fundamental deficit in their language production,which is usually manifested in language silencing,imitation and repetition,creation of specific words,pronoun reversal and avoidance,etc.Expressive language disorder(ASD)seriously hinders children with ASD from normal social interaction and adapting to social life.Therefore,relevant studies are urgently needed to intervene and regulate ASD.There are a lot of research results on expressive language intervention for children with autism spectrum disorder,but the intervention research using games is still in the initial stage,and most of them interfere with their language expression from the perspective of language structure,ignoring their natural communicative intention.Structured game attaches great importance to the children’s communicative intention,and can provide a meaningful for children to express,predictable and easy to understand,low pressure environment,at the same time its regional and theme clear,task content has the characteristics of visualization,visualization,and steps to comply with autism spectrum disorder children can predict things,visual preference,the characteristics of the existing research shows that applying structured games to autism spectrum disorder children’s joint attention and social interaction has effect.Therefore,this study tries to give full play to the advantages of structured games and explore the effects of structured games on expressive language ability of children with autism spectrum disorders.The study adopted a multi-baseline cross-subject design in a single-subject experiment,with structured play as the independent variable and expressive language ability of children with autism spectrum disorder as the dependent variable.The intervention was divided into three stages: baseline,intervention and maintenance.Expressive language ability was examined from two aspects: oral expression and gesture expression,and the intervention effect of oral expression was analyzed from four aspects: Whole word,whole sentence,average sentence length,vocabulary complexity.After the completion of the experiment,we analyze the experimental data by visualization analysis and effect calculation,verify the reliability and validity of the research,and collect the necessary qualitative data.The main conclusions of the study are as follows:(1)Structured game can effectively improve the expressive language skills of children with autism spectrum disorders,and the immediate and maintenance effects of the intervention are positive.(2)Structured game has a good intervention effect on all dimensions of expressive language ability of children with autism spectrum disorder,and the intervention effect of oral expression ability is better than that of gesture expression ability.(3)The intervention effects of structured games on the three children with autism spectrum disorders were in descending order: subject C > subject B > subject A.Based on the above conclusions,this study puts forward the following educational suggestions: First,introduce the peer learning model to give full play to children’s main role;Second,use the story plot to introduce and summarize the game task,maintain children’s participation motivation;Third,teaching through fun,to create structured game characteristic courses.