Study On The Expressive Language Intervention Of Preschool Autistic Children By Peer Intervention

Expressive language is an important communication channel for preschool children,expressing their intentions and needs through spoken language and gestures.Preschool autistic children cannot effectively use expressive language to express themselves,and more often appear to scream,talk to themselves,and ambiguous expressions,making it difficult for them to communicate with their peers.Therefore,analyzing the characteristics of expressive language of preschool autistic children and comparing the differences in expressive language between preschool autistic children and preschool ordinary children is helpful to formulate targeted interventions for expressive language of preschool autistic children.In previous expressive language intervention studies,adult-led instructional intervention strategies were emphasized,ignoring expressive language between preschool children and their peers.Studies have proved that peer intervention can effectively improve the social and language skills of preschool children with autism.Based on the above factors,the peer intervention method was used as the intervention method to design an intervention program that conformed to the expressive language characteristics of preschool autistic children.Study 1 adopted a univariate experimental design,taking the subject type(preschool autistic children,preschool ordinary children)as the independent variable,taking expressive language(oral expression,gesture expression)as the dependent variable,and using CHILDES and the "Gesture Expression Scale" to compare the differences in expressive language between preschool autistic children and preschool ordinary children,and explore the characteristics of expressive language of preschool autistic children.Study 2 selected three preschool autistic children as participants,adopted a cross-participant multi-detection experimental design,and intervened in the expressive language of the three participants through peer intervention.Teacher interviews and parent interviews were combined to understand the changes of the three participants after peer intervention.The results showed that the expressive language of the three participants was improved to a certain extent and had good social validity.The discussion came to the following conclusions:(1)The expressive language of preschool autistic children lagged significantly behind that of preschool ordinary children,with characteristics such as short average syntax length,vocabulary specificity,low frequency of gesture use,and defects in gesture types;(2)Peer intervention can effectively improve the expressive language of preschool autistic children,and achieve good immediate effect,maintenance effect and social validity in oral expression and gesture expression.