回合式教学法对3~6岁孤独症儿童词汇习得效果的影响——基于23名孤独症儿童9个月的追踪
The Influence of Discrete Trial Teaching on Vocabulary Acquisition Effect of Autistic Children between the Age of 3 and 6—Based on a 9-Month Follow-Up of 23 Autistic Children

回合式教学法(Discrete Trial Teaching, DTT)是指根据每名孤独症儿童的智力水平、语言、认知、行为等能力制订训练计划后进行的一对一干预。已逐渐被应用于对孤独症儿童的干预，但对该方法干预效果的评估主要依赖教师和家长对孤独症儿童的观察和判断，具有主观性，缺乏客观的测量。基于此，本研究拟采用皮博迪图片词汇测验(Peabody Picture Vocabulary Test, PPVT)对3~6岁孤独症儿童的词汇习得进行为期9个月的追踪调查，每隔三个月测评一次。研究发现：DTT干预对大部分孤独症儿童词汇习得均有较大促进作用。长期的DTT干预下，孤独症儿童词汇习得效果整体呈持续进步趋势，但个别儿童也出现退步的现象，这预示了对孤独症儿童的干预效果具有较大的个体差异，促进孤独症儿童词汇能力发展是一项长期的工作。
Discrete Trial Teaching (DTT), the one-to-one treatment after formulating a training plan according to the intelligence level, language level, cognition level, behavior and other abilities of each autistic child, has been gradually applied to the intervention of autistic children, but the evaluation of the intervention effect of this method mainly relies on the observation and judgment of teachers and parents on autistic children. It is subjective and lacks objective measurement. Based on this situation, this study intends to use the Peabody Picture Vocabulary Test (PPVT) to conduct a 9-month follow-up survey on the vocabulary acquisition of 3~6 years old autistic children, and evaluate it every three months. The study found that: DTT intervention can greatly promote the vocabulary acquisition of most autistic children. Under the long-term DTT intervention, the vocabulary acquisition effect of autistic children showed a continuous improvement trend, but individual children also showed a regression phenomenon, which indicates that the intervention effect on autistic children has large individual differences and promoting autistic children’s vocabulary development is a long-term task.