The Intervention Research Of Naming In Children With Autism Through Multiple Exemplar Instruction

A child’s speech explosion occurs between the ages of 2 and 3 years,of which naming is an important factor,and naming is an important ability of children’s spontaneous language learning,but the vast majority of children with autism do not grow up with this phenomenon,showing a naming ability.Naming is one of the intermediate verbal behavior,focuses on the interconnectedness of various verbal behavior,but the verbal behavior of autistic children presents the phenomenon of separation,fragmentation and lack of effective connectedness.According to the current research situation,there are few naming researches on autistic children in China,especially on the intervention of autistic children.In this study,we combined the status quo of foreign research on autistic children’s naming ability with the situation of China,and used multiple exemplar instruction to intervene autistic children’s naming ability.The study was designed as a cross-subject,multi-probe study of three autistic children studying in a public Special education in Changsha,the dependent variable was the naming learning effect of three children with autism,which reflected the naming ability of the subjects by the correct rate of the speaker bidirectional naming,listener bidirectional naming,and joint incidental naming.The whole process is divided into three stages,namely baseline period,intervention period and maintenance period,data collection includes visual analysis,C statistics,comparative analysis of naming effects and intraobserver agreement(IOA)methods.The results of this intervention study are as follows:1.Multiple exemplar instruction has a strong immediate learning effect on the listener bidirectional naming of autistic children,and has a higher correct rate.2.Multiple exemplar instruction has a delayed learning effect on the speaker bidirectional naming of the autistic children.After a certain period of intervention,the correct rate shows a gradual improvement.3.Multiple exemplar instruction has a delayed learning effect and a good maintenance effect on the joint incidental naming of autistic children.4.In terms of listener behavior,multiple exemplar instruction has a more significant intervention effect on unidirectional listeners of autistic children;There was no significant difference between unidirectional and bidirectional listening behavior in children with autism.multiple exemplar instruction is a good way to intervene the behavior of unidirectional listener.