摘要自闭症是一种广泛发育障碍，具体表现为社会交往障碍、言语沟通障碍以及刻板的行为， 其中，社会交往障碍是自闭症儿童的核心症状，而社会交往又是自闭症儿童适应社会的一个 重要方面。针对自闭症儿童的社会交往障碍寻求有效的干预方法和教育方式是我们目前的一 个首要任务。本研究旨在通过进行社会故事干预来改善和提高自闭症儿童的社会交往能力， 在此基础上对干预和维持效果进行一定的探讨并提出相关建议。89020

本研究以 1 名自闭症儿童作为研究对象，采用单一被试倒返实验设计，即 A（基线期 A1）-B（干预期 B1）-A（倒返期 A1）-B（干预期 B2）设计。根据研究对象社会交往能力的缺陷 确定目标行为并编制社会故事，包括使用礼貌用语（主动打招呼、主动说谢谢、主动说对不 起）和主动请求帮助两个方面。对研究对象进行社会故事干预的实验研究，根据研究过程中 所收集到的数据资料，对其进行整理和分析，得出以下结论：（1）社会故事对于改善和提高 自闭症儿童社会交往能力具有显著的效果，研究对象的四个目标行为都达到了显著性差异， 其中，研究对象主动说谢谢这一目标行为的干预效果最为明显；（2）社会故事对于不同的目 标行为的维持效果具有一定的差异性，其中，对于主动打招呼、主动请求帮助这两个目标行 为的维持效果较好；（3）影响干预效果因素有积极因素和消极因素两个方面。积极因素包括 研究对象满足所需要的条件、正确的确定目标行为和结合使用角色扮演、创设情境等方法。 消极因素包括自闭症儿童的执行功能障碍、同学之间互动机会较少和自然环境下的社会交往 情境较少。

Abstract Autism is a wide range of developmental disorders, specifically manifested as social barriers to communication, verbal communication barriers and stereotyped  behavior, in which social barriers are the core symptoms of autistic children, and social interaction is autistic children to adapt to society An important aspect。 It is a top priority for us to seek effective intervention and education for social  barriers to autistic children。 The aim of this study is to improve and improve the social communication ability of children with autism by conducting social story intervention。 On this basis, the intervention and maintenance effect are discussed and the relevant suggestions are put forward。

In this study, a children with autism as a research object, using a single test inverted design, that is, A (baseline A1) -B (dry period B1) -A (inverted period A1) -B (dry period B2) design。 According to the study of social interaction ability to identify the target behavior and the preparation of social stories, including the use of polite language (active greeting, take the initiative to say thank you, take the initiative to say sorry) and take the initiative to request two aspects。 (1) The social story  has significant effect on improving and improving the social communication ability of children with autism。 The four target behaviors of the study object have reached the significant difference。 Among them, the research object has taken the initiative to say that the effect of this target behavior is the most obvious; (2) Social stories for the maintenance of different objectives of the behavior of a certain degree of difference, which, for active greeting, take the initiative to help these two objectives to maintain the effect of better; (3) There are positive and negative factors affecting the factors affecting the intervention。 Positive factors include the research object to meet the required conditions, the correct determination of the target behavior and the use of role-playing, the creation of context and other methods。 Negative factors include executive dysfunction in children with autism, fewer opportunities for interaction between students and less social interaction in the natural environment。