Turn-taking behavior in operational games for autistic children with low language function
10.3969/j.issn.1006-9771.2022.12.010
- VernacularTitle:低语言功能孤独症儿童操作类游戏活动中轮流交替互动行为研究
- Author:
Kexin YUAN
1
;
Zhixing FEI
2
;
Siqi CHEN
1
;
Xueru ZHANG
1
;
Ping LI
3
;
Qiaoyun LIU
1
Author Information
1. Department of Rehabilitation Science, East China Normal University, Shanghai 200062, China
2. Department of Education, University of Birmingham, Birmingham B15 2TT, Britain
3. Shanghai Putuo District Qixing School, Shanghai 200061, China
- Publication Type:Journal Article
- Keywords:
autism;
low language function;
operational games;
turn-taking behavior
- From:
Chinese Journal of Rehabilitation Theory and Practice
2022;28(12):1452-1458
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo analyze the typical performance of initiating and responding behaviors of turn-taking in operational games for autistic children with low language function in special education schools and to provide a reference for intervention of turn-taking behaviors in operational games. MethodsFrom November, 2021 to January, 2022, a total of 23 autistic children with low language function (language ability ≤ three years old) in Shanghai Putuo District Qixing School were selected. Their linguistic ability was evaluated. A behavioral assessment approach was used to evaluate the behavior of initiating and responding behaviors of turn-taking in three operational games. The typical errors in initiating behaviors were summarized as difficult to initiate, untimely initiation, no response and abnormal initiation. The typical errors in responding behaviors of turn-taking in operational games were summarized as difficult to respond, untimely response, no response and abnormal response. ResultsThere was no significant differences in the performance of initiating behaviors among three types of operational games (χ2 = 11.106, P = 0.196), and there were significant differences in the performance of responding behaviors among operational games (χ2 = 26.256, P = 0.001). The initiating behaviors were postively correlated with word comprehension (r = 0.420, P < 0.05), word naming (r = 0.510, P < 0.05), and sentence imitation (r = 0.505, P < 0.05). The responding behaviors were postively correlated with word comprehension (r = 0.546, P < 0.01), word naming (r = 0.728, P < 0.01), sentence comprehension (r = 0.668, P < 0.01) and sentence imitation (r = 0.656, P < 0.01). ConclusionAutistic children with low language function showed different typical behaviors of initiating and responding behaviors of turn-taking in operational games. It is suggested that when designing training programs for turn-taking skills, targeted interventions should be made to address the typical types of errors in response and initiation turns, and individualized intervention programs should be designed to enhance children's communicative efficacy in play game and promote their language development and social participation.
