文献类型：期刊文献

中文题名：基于眼动的孤独症儿童对常见手势反应的研究

英文题名：A Study of Eye Movements in Response to Common Gestures with Autism

作者：张海丛[1];王梅[1];程建波[2]

第一作者：张海丛

机构：[1]北京联合大学特殊教育学院,北京100075;[2]北京朝阳区实验小学新源里分校,北京100027

第一机构：北京联合大学特殊教育学院

年份：2020

卷号：34

期号：2

起止页码：56-61

中文期刊名：北京联合大学学报

外文期刊名：Journal of Beijing Union University

基金：教育部人文社会科学规划基金项目(14YJAZH077)。

语种：中文

中文关键词：孤独症儿童;眼动;手势

外文关键词：Autistic children;Eye movement;Gesture

摘要：通过佩戴TobiiⅡ眼镜式眼动仪,对7~14岁的30名孤独症儿童进行自然情境手势反应测试,并与7~8岁的30名普通儿童比较,探索孤独症儿童对自然情境中常见手势的反应,深入了解孤独症儿童的沟通问题。研究发现,与普通儿童比较,孤独症儿童对5个手势的反应得分均较差,两者有显著差异(F=12.799,P=0.000);在5个手势反应中,他们对“夸奖”手势反应最正确,其次是“握手”手势,而对“过来”“起立”“再见”手势反应较差;有语言伴随可以提高对手势的反应得分;眼动研究发现孤独症儿童和普通儿童的注视点在“夸奖”手势上差异不明显(t夸=0.198,P夸=0.844),在“起立”手势上有明显差异(t起=7.464,P起=0.000);“夸奖”和“起立”两个手势的初始注视位置有显著差异(χ^2夸=10.214,P夸=0.006;χ^2起=6.171,P起=0.046),普通儿童能注视到主要位置,孤独症儿童则不能。总之,孤独症儿童对常见手势的反应比普通儿童差,要发展其沟通交往能力,须在日常生活和课堂中配合语言并加强手势的理解与应用,同时可加强使用“夸奖”等具有积极意义的手势,以提高他们对交流对象的关注。
Compared with 30 ordinary children aged 7 to 8,30 children with autism aged 7 to 14 were tested for response to common gestures by using Tobii II eyeglass instrument to explore the response of autistic children to common gestures in natural situations and to understand their communication problems.The results show:First,compared with ordinary children,autistic children have poor response to all five gestures,and there was a significant difference between the two(F=12.799,P=0.000).Among the five gesture responses,autistic children have the most correct response to the praising(thumbs up)gesture,followed by the handshake gesture,and have poor response to the coming,standing and goodbye gestures.The presence of language can improve response scores to gestures.Second,eye movement studies found that there was no significant difference between the fixation point of autistic children and ordinary children in praising gestures(t praise=0.198,P praise=0.844),and there was significant difference in standing gesture(t standing=7.464,P standing=0.000).Finally,there were significant differences in the initial fixation position of the two gestures(χ^2 praise=10.214,P praise=0.006;χ^2 standing=6.171,P standing=0.046)and the average child can gaze at the main position,compared with the autism who can’t.In short,children with autism have a poorer response to common gestures than ordinary children.To develop their communication skills,the appropriate gestures should be added to the daily life and the classroom,and the understanding and application of gestures should also be strengthened.In order to attract better attention,the use of praising and other gestures with positive meanings can be particularly strengthened.