基於故事結構法的主題互動遊戲對智力障礙兒童口語敘事能力的干預研究

Intervention Research on Oral Narrative Skills of Children with Intellectual Disabilities by Interactive Themed Games Based on Story Grammar Instruction

口語敘事作為語用能力中的高階能力，對智力障礙兒童的溝通與交流意義重大。文章採用跨被試多基線結合多重介入的單一被試實驗設計，通過主題互動遊戲和基於故事結構法的主題互動遊戲兩種干預方法對智力障礙兒童的口語敘事能力進行干預。研究發現：兩種干預方法均對智力障礙兒童的口語敘事能力有提升作用，其中主題互動遊戲在敘事長度方面效果明顯，基於故事結構法的主題互動遊戲在敘事結構方面效果明顯，但兩種方法在篇章凝聚度方面效果均不夠理想，需進一步改良。在尊重智力障礙兒童個體差異的前提下，兩種方法均可在個別化干預和日常教學中靈活運用。

Oral narrative skills as a high-level ability in pragmatic competence are essential to thecommunication of children with intellectual disabilities. A single-case experiment designed with crosssubjectsmulti-base line and multi-interventions was used to intervene in the oral narrative skills ofchildren with intellectual disabilities by interactive themed games and interactive themed games basedon the story grammar instruction. The results showed that the two kinds of interventions had a positiveeffect on the oral narrative skills of children with intellectual disabilities. The effect of the interactivethemed game was more obvious in the narrative length，whereas the interactive game based on thestory grammar method has had more effect on the narrative structure, but both of them did not showenough effect on the cohesion, so it needs to be further improved. Under the premise of respecting theindividualization of children with intellectual disabilities, both methods can be used in theirintervention and daily teaching.