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引用次数: 0
摘要
本研究探讨了基于心理想象的课程对改善融合班自闭症谱系障碍（ASD）儿童工作记忆的效果。研究招募了 30 名患有自闭症谱系障碍的儿童（男女均有；男孩 20 名，女孩 10 名），年龄为 7-8 岁，就读于融合学校的小学一年级。对干预组和对照组进行了 T 检验分析，以确定前测和后测之间是否存在差异。实验过程开始和结束时获得的定量数据在 SPSS 23.00 软件包程序中进行分析。然后，进行必要的检验，以确定实验组和对照组儿童工作记忆表现水平的差异。对照组和治疗组工作记忆（WM）测试后平均分差异的 T 检验分析表明，干预组在数字记忆、言语记忆和视觉记忆方面的表现优于对照组。
The effectiveness of a program based on mental imagery on improvement working memory in children with ASD in inclusion classroom.
This study examines the effectiveness of a program based on mental imagery on improvement working memory in children with Autism spectrum disorder (ASD) in inclusion classroom. 30 children (both sexes; 20 boys and 10 girls) with ASD aged 7-8 years old in primary one from school for inclusion were recruited. T-tests analyses were performed to determine whether there were differences between pretest and posttest measures for both the intervention and control groups. Quantitative data obtained at the beginning and end of the experimental process were analyzed in the SPSS 23.00 package program. Then, the necessary tests were conducted to determine the difference in the working memory performance level children in the experimental and control groups. T-test analysis for the differences in post- test mean scores between control and treatment groups in working memory(WM) shows that the intervention group outperformed the control group in numerical, verbal, and visual memory.
期刊介绍：
Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.
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