journal1 ›› 2020, Vol. 28 ›› Issue (12): 1328-1332.DOI: 10.11852/zgetbjzz2020-0364

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Vocabulary list design and its efficacy in vocabulary teaching of autistic children

LIU Dai-yue1,2, WANG Bi-jun2, GUO Yan-qing3   

  1. 1 Renmin University of China,Beijing 100872,China;
    2,Beijing 100096,China;
    3 Peking University Sixth Hospital,Beijing 100191,China
  • Received:2020-04-12 Revised:2020-06-26 Online:2020-12-10 Published:2020-12-10
  • Contact: GUO Yan-qing,E-mail: guoyanqing1946@


刘岱岳1,2, 王碧君2, 郭延庆3   

  1. 1 中国人民大学心理学系, 北京 100872;
    2 中国自闭症儿童干预平台ALSOLIFE, 北京 100096;
    3 北京大学第六医院,北京 100191
  • 通讯作者: 郭延庆,
  • 作者简介:刘岱岳(1972-),男,山东人,在职研究生,主要研究方向为孤独症儿童评估与行为干预。

Abstract: Objective To develop a set of word lists suitable for Chinese autism spectrum disorder (ASD) children learning nouns,and to assess its feasibility,so as to provide materials for language training of ASD children. Methods Totally 480 nouns most commonly used in daily life were selected,and were divided into low,medium,high difficulty levels.Afterwards 121 representative words were selected and the content rationality was evaluated by 3 experts.Then the word list was used to assess the understanding and expression level of 195 ASD children aged 2-8 years and 130 children with normal development by parent self-assessment report,thus the availability was tested. Results 1) The vocabulary list developed in this study was appropriate for ASD children and the difficulty setting was reasonable.2) At the group level,there was no significant difference on the comprehension and expression ability of normal children (t=1.748,P=0.083),and the comprehension ability of ASD children was significantly better than that of expression ability (t=18.31,P<0.001). At the individual level,there was individual heterogeneity in the development of comprehension and expression ability in both groups.3) The results of multivariate analysis of variance within the two groups showed that in the normal children group,the main effect of difficulty was significant (F=204.67,P<0.001),the main effect of age was significant (F=37.40,,P<0.001),and the interaction between difficulty and age was significant (F=12.20,P<0.001).In ASD children,the main effect of difficulty was significant (F=234.48,P<0.001),the main effect of age was significant (F=17.20,P<0.001),and the interaction between the two was significant (F=4.95,P<0.001). Conclusions This study is the first to design a noun word list suitable for language teaching of ASD children,which was proven with reasonable content and difficulty.Moreover,it can well assess whether children′s vocabulary expression and comprehension levels are synchronized,and distinguish children with different levels of vocabulary development in both normal children and ASD children.

Key words: autism children, language ability development, vocabulary, teaching tool

摘要: 目的 开发一套适合于中国孤独症(ASD)儿童群体进行名词学习的词表,评估其有效性,以期为ASD儿童的语言训练提供材料。方法 筛选出生活中不同类别的最常用的480个名词,并按照难度分为低、中、高3个等级。从中筛选出121个代表性词汇,在3位专家进行内容合理性评估后,通过家长自评报告,评定195名2~8岁ASD儿童和130名正常发育儿童对这些词汇的理解和表达水平,并检验该词表中词汇难度分级的合理性。结果 1)本研究开发的词表经专家评定,词汇选择合适,难度设置合理;2)在组水平,正常儿童理解与表达能力差异无统计学意义(t=1.748,P=0.083),孤独症儿童理解能力显著优于表达能力(t=18.31,P<0.001);在个体水平,两组被试的理解和表达能力发展都有个体异质性;3)多元方差分析结果表明,在正常儿童组,难度主效应显著(F=204.67,P<0.001),年龄主效应显著(F=37.40,P<0.001),二者交互作用显著(F=12.20,P<0.001);在孤独症儿童组,难度主效应显著(F=234.48,P<0.001),年龄主效应显著(F=17.20,P<0.001),二者交互作用显著(F=4.95,P<0.001)。结论 本研究首次设计了适合于孤独症儿童语言教学的名词词表,其内容与难度设置合理,能很好地评估儿童词汇表达与理解水平是否同步,并在正常儿童和孤独症儿童内部区分出词汇发展在不同能力水平的儿童。

关键词: 孤独症儿童, 语言能力发展, 词汇, 教学工具

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