Effect Of Pivotal Response Treatment On Improving Autistic Children’s Active Questioning Ability

Autism,as a neurodevelopmental disorder with unclear causes,one of its core characteristics is the lack of social communication ability.As an important social skill,active questioning plays an important role in children’s active learning,from which children can acquire information and learn knowledge.As an effective intervention method,Pivotal Response Treatment has been widely used in the intervention of social communication disorders of autistic children.This study selected two autistic children as the intervention objects to explore the effectiveness of Pivotal Response Treatment in improving the active questioning ability of autistic children,and to test the feasibility of the Pivotal Response Treatment intervention scheme.In this study,the cross-situation multi-detection experimental design of single subject experimental design is adopted,and independent variables are the Pivotal Response Treatment.The training contents include active questioning of objects,active questioning of places and active questioning of characters.The dependent variable is autistic children’s active questioning ability.The teaching intervention process of the two cases includes four stages: baseline period,intervention period,maintenance period and generalization period.After the intervention,the effect of the intervention was evaluated by visual analysis,C statistical analysis and interviews between parents and teachers.After three months of intervention,the active questioning ability of the two cases was improved.The parents and teachers of the cases unanimously recognized the implementation effect of the intervention scheme of this study.This study draws the following conclusions:（1）The implementation of the Pivotal Response Treatment program is intervened according to the acquisition order of wh-questions,and the intervention training is carried out for objects,places and people,and achieved positive intervention results;（2）The intervention effect of Pivotal Response Treatment on active questioning ability of autistic children is different.The intervention effect of active questioning of place and character is better than that of item;（3）The intervention effect of different teaching materials is different,and the intervention effect of using real objects or characters is better than that of using pictures;（4）Pivotal Response Treatment can improve autistic children’s target behavior,and at the same time,it can play a positive role in improving other behaviors;（5）This study has good social validity and can be extended to parents and other teachers of individual cases.