ISSN 1671-3710
CN 11-4766/R
主办：中国科学院心理研究所
出版：科学出版社

心理科学进展 ›› 2016, Vol. 24 ›› Issue (9): 1391-1397.doi: 10.3724/SP.J.1042.2016.01391 cstr: 32111.14.2016.01391

• 研究前沿 • 上一篇    下一篇

音乐干预对自闭症儿童语言障碍的影响

常 欣1; 刘雨婷2; 王 沛2,3; 张佳玮4   

  1. (1上海交通大学外国语学院, 上海 200240) (2上海师范大学教育学院心理学系, 上海 200234) (3南京师范大学心理学院, 南京 210097) (4上海师范大学天华学院, 上海 201815)
  • 收稿日期:2015-11-13 出版日期:2016-09-15 发布日期:2016-09-15
  • 基金资助:

    上海交通大学2013年度文理交叉项目“语言声调感知与音乐音调感知的关系：行为与 ERPs (14X1900 40003)。

The effects of music interventions onverbal expression in children with autism

CHANG Xin1; LIU Yuting2; WANG Pei2,3; ZHANG Jiawei4   

  1. (1 School of Foreign Languages, Shanghai Jiaotong University, Shanghai 200240, China) (2 Department of Psychology, Shanghai Normal University, Shanghai 200234, China) (3 School of Psychology, Nanjing Normal University, Nanjing 210097, China) (4 Tianhua College, Shanghai Normal Univeisity, Shanghai 201815, China)
  • Received:2015-11-13 Online:2016-09-15 Published:2016-09-15

PDF (PC)

4594

被引次数

12

摘要：

语言障碍是自闭症的核心症状之一, 改善自闭症儿童的语言障碍对其日常生活具有重要意义。诸多研究证实音乐干预能够明显改善自闭症儿童的语言障碍。从干预材料的角度出发, 音乐干预包括将音乐刺激与语言刺激严格匹配的音乐干预方法以及将音乐作为学习背景的音乐干预方法, 二者均能有效促进自闭症儿童的语言表达和交流。目前最有代表性的自闭症语言障碍的音乐干预方法包括听觉动作通路训练(AMMT)、基于旋律的语言沟通治疗(MBCT)以及背景音乐干预方法。音乐干预方法的发展今后需着眼于音乐类型的选择、音乐与其他活动的结合, 同时兼顾不同自闭症儿童群体的适用性以及音乐干预在生活中的推广。

关键词: 音乐, 语言, 自闭症儿童, 语言障碍, 音乐干预

Abstract:

Language disorder represents one of the core symptoms of Autism Spectrum Disorders. It is of great importance for children with autism to improve their verbal expression. Some previous studies found that musical intervention has positive effects on the verbal expression in children with autism. There are two types of the intervention materials including music matching with words as stimuli and music as a learning background. Both of interventions can improve the verbal expression of children with autism. The representatives of music interventions include Auditory-Motor Mapping Training (AMMT), Melodic Based Communication Therapy (MBCT) and background music intervention. It remains to be resolved as to the choice of music style and the combination of music with other activities as well as its applicability of different groups of children with autism.

Key words: music, language, children with autism, communication deficits, music intervention