The Use Of Semantic And Contextual Matching Design To Intervene In The Vocabulary Comprehension Disorder Of Children With Autism

Objective:in view of the language ability and one-month clinical observation,the vocabulary understanding intervention materials were compiled according to the principle of the recent development and the principle of living.Through experimental intervention,children with autism spectrum disorders(ASD)can learn vocabulary,improve vocabulary comprehension level,and even language ability.Methods:Children with ASD were matched at a group level for the PIQ,the language ability,age and class,they were divided into ASD control group,ASD semantic group and ASD context group.According to the experimental-control group pretest-posttest design,the children with ASD was intervened by the self-prepared vocabulary learning materials,which were respectively tested using the Peabody Pictorial Vocabulary Test(PPVT-R)and the self-developed vocabulary comprehension test before and after.the ASD semantic group was intervened under the semantic condition(a clear definition of the vocabulary of speech presentation),and the ASD context group accepted intrvention in context.(voices present a context of a vocabulary,and the definition can be inferred from the context).The intervention period was 6 weeks,with 2 interventions per intervention per week.During the intervention process,the investigators recorded the children’s observations.After the intervention,representative cases were selected to interview their parents.Results:(1)The vocabulary of children with ASD is significantly lower than that of TD children of the same age.(2)After controlling the influence of the pretest scores,the post-test scores of vocabulary comprehension in ASD semantic group and the ASD context group were significantly higher than those of the ASD control group,and the intervention effect was obtained.(3)After controlling the influence of pretest scores,the PPVT-R post-test scores of the ASD semantic group and ASD context group were significantly higher than those of the ASD control group,and the children with ASD who received the intervention had significantly improved their language ability and the intervention accepted migration effect.(4)There is no difference in the post-test scores of vocabulary comprehension between the ASD semantic group and the ASD context group.There is also no difference in the effect of different knowledge types under different intervention conditions.Conclusion:vocabulary of the children with ASD is much poorer than that of TD children.Under both semantic and context conditions,children with ASD can acquire vocabulary learning,and their vocabulary comprehension is significantly improved.Besides,their language ability is also improved.This experimental interventions have achieved good results and migration.Different types of knowledge and the nature of the vocabulary are not affected by the conditions.