Experimental And Interventional Study On Contextual Information Processing Of Children With Autism

When interacting with others,individuals need to be somewhat sensitive to the contextual clues and make full use of the clues so that they can get the social information.Some studies have found that children with autism have special characteristics on contextual information processing because of their special obstacles.The paper is supposed to explore contextual information processing of autistic children in terms of both theory and experiment,namely,to explore the characteristics of their contextual sensitivity and provide more suggestions for education and intervention.The paper is consisted of experimental research and case study.In the experimental research,autistic children from 5 special educational school in Shanghai were selected.Through 3 experimental study on Contextual Information Processing,they explored to see if their contextual sensitivity is special.The possibility of its characteristic on educational intervention is mainly discussed in the research.In the first experiment,according to the ambiguity of clip arts,two different contexts were set to see if children with autism can differentiate the objects according to the contextual information and explore their ability of processing the physical contextual information.In the sencond experiment,since there are several meanings of the same behavior,different contexts where behaviors happened were set to see if they can understand the behavior correctly with the help of contexts and research their ability of information processing in picture books context.In the third experiment,real social context video were used to study whether the children with autism can connect what happened with their emotions,their video social interaction ability were discussed as well.In the interventional research,3 autistic children in different functional levels were chosen in the case study.Single-subject design is adapted and the materials and interventional key points were carefully made acoording to the context blindness and their ability.The case study mainly explores if the intervention on contextual sensitivity can improve their whole ability of contextual information processing and other abilities as well.The results show that almost autistic children have difficulties in processing situation information and reduced context sensitivity on distinguishing contextual information and clues.Compared to non-social situations,autism will show more serious “context blindness”.The whole contextual information processing ability of children with mild to moderate autism is better than that of severe autistic children,and not all the autistic children have contextual blindness.This study also found that although some subjects are unable to identify situational information,but clue hints can significantly improve the sensitivity of autistic children of the overall contextual information processing.So this indicates that training their context sensitivity can improve their shortcomings.The results of further intervention studies show that raining contextual cue recognition can effectively improve the overall contextual information processing ability of autistic children.With the improvement of their context sensitivity,other abilities of subjects can also be significantly improved.Acoording to the results,interventional education should be placed on training their context sensitivity,rather than skill training.The training of clue recognition should also pay attention to individualization.According to children's actual ability level and different context blindness,we should make the intervention keys and materials that are suitable for their ability development level,so as to maximize the intervention effect.