Between Institutions And Families:An Explanation For The Differences In The Improvement Of Language Function In Autistic Children

Autism spectrum disorder,also known as autism,is a developmental disorder characterized by loneliness,lack of emotional feedback,language development disorder and repetitive stereotyped behavior.In recent years,autism has attracted increasing attention.Because of its unknown etiology,lifelong drug and no cure,the incidence rate is increasing.Autism has become a worldwide public health problem.Language disorder is one of the three core problems of autistic children,which seriously affects their lives,and the improvement of language function is not something that can be completed in one time.Therefore,the development of language function of autistic children has also become an important challenge for caregivers and rehabilitation training institutions of autistic children.This study takes the language improvement and development project of autistic children in Y institution as an example.Through the observation and recording of the development process of language function of four subjects who received intervention in institutions,we can understand the professional intervention strategies for the improvement of language function of autistic children and evaluate the intervention effect.At the same time,this study also goes deep into the families of the subjects.Through the observation and interview of the living environment and rearing style of autistic children,we can understand the development and application of language function of autistic children in natural situations.On this basis,the influencing factors of the difference in the improvement effect of language function of autistic children are compared and analyzed.The study found that before receiving the professional intervention of Y institution,the language function levels of the four subjects were basically the same;After entering y institution,they also received the same professional intervention plan and time.However,the professional evaluation results show that there are significant differences in the level of language function among the four children.The reason is that the relationship model between family and institution is very important in children’s education.Specifically,children in cooperative families have the highest level of language function development;Children from self-centered families made significant progress in the early stage of intervention,but the progress rate was slow in the later stage;The effect of improving children’s language function in passive families is the worst.Based on this,this study believes that in the process of the development and improvement of language function of autistic children,we should not only rely on the professional intervention of rehabilitation institutions,but also pay attention to the construction of family life situation.The benign interaction between the two can effectively improve the development space of language function of autistic children.