中国听力语言康复科学杂志2026，Vol.24Issue(5)：454-458,5.DOI:10.3969/j.issn.1672-4933.2026.05.002
基于社会故事法改善孤独症谱系障碍儿童同伴交往主动性个案研究
A Case Study on Improving the Initiation of Peer Interaction in Children with Autism Spectrum Disorder Based on Social Stories
摘要
Abstract
Objective Children with autism spectrum disorder(ASD)generally struggle with social initiation and have difficulties engaging in peer interactions voluntarily,which constitutes a prominent challenge in the implementation of inclusive education.As an internationally recognized evidence-based intervention for autism,Social StoriesTM were adopted in this study to explore its immediate intervention,maintenance,and generalization effects on peer interaction initiation among children with ASD.This research aims to enrich empirical evidence concerning social skill interventions for autistic children and provide practical references for frontline teachers conducting social skill interventions in school settings.Method A single-case experimental design was employed in the present study.The participant was a second-grade student with formally diagnosed ASD enrolled in a public general primary school in Beijing.The child possessed basic oral expressive abilities yet lacked the awareness of initiating social contact and never took the initiative to interact with peers.Two progressive Social StoriesTM titled Hello and Reading Books were developed based on authentic campus contexts.Standardized intervention materials were compiled in strict accordance with Carol Gray's established principles of Social StoriesTM.The frequency of target behaviors was recorded,and the occurrence rate of target behaviors in each experimental phase was calculated.A visual analysis was utilized to compare data variations across the baseline phase,two intervention phases,and the maintenance phase.Results After receiving Social StoriesTM instruction in Intervention Phase 1 and Intervention Phase 2,the occurrence rate of the participant's target behaviors rose progressively and stabilized,demonstrating a significant additive effect.When all the intervention procedures were withdrawn in the maintenance phase,the occurrence rate of target behaviors remained steadily at 100%without obvious decline,indicating robust maintenance of intervention outcomes.Following the intervention,the participant could actively approach peers,initiate verbal greetings,and display friendly nonverbal gestures.Conclusion Social StoriesTM can effectively improve autistic children's capacity to initiate simple peer interactions in inclusive classrooms.The intervention yields stable effects that generalize readily to natural campus environments.As an evidence-based intervention suitable for primary school inclusive settings,Social StoriesTM can be widely applied in daily inclusive education practices.关键词
孤独症谱系障碍/社会故事法/同伴交往Key words
Autism spectrum disorder/Social story/Peer interaction分类
社会科学引用本文复制引用
胡雪芳,孙颖,刘晓明..基于社会故事法改善孤独症谱系障碍儿童同伴交往主动性个案研究[J].中国听力语言康复科学杂志,2026,24(5):454-458,5.基金项目
2023年度国家社会科学基金教育学一般项目"特殊教育普惠发展的保障机制与路径研究"(BHA230142) （BHA230142）
