中国听力语言康复科学杂志2026，Vol.24Issue(5)：459-463,5.DOI:10.3969/j.issn.1672-4933.2026.05.003
孤独症谱系障碍学生社交能力发展支持体系建构个案研究
From Assessment to Inclusion:Construction of a Support System for Social Competence Development of Students with Autism Spectrum Disorder
摘要
Abstract
Objective Imprecise functional assessment,unsystematic support,and insufficient skill generalization constitute three major barriers to the effective participation of students with Autism Spectrum Disorder(ASD)in regular classrooms.This study aims to explore and validate a replicable inclusive education support system grounded in the International Classification of Functioning,Disability and Health for Children and Youth Version(ICF-CY)framework,with the ICF-based assessment as its starting point.Methods The ICF Assessment and Training System-ASD was employed to conduct an accurate functional assessment on an 11-year-old student with ASD placed in a regular second-grade classroom,covering the four modules of body functions,activity functions,participation functions,and environmental factors.Based on the assessment results,a four-component support system was constructed,consisting of assessmens,resource room individual training,extracurricular integration activities,and subject-integrated classes.The intervention lasted one semester,with outcomes measured through classroom behavior frequency recordings and goal attainment scaling.Results Following the intervention,significant improvements were observed in the core target areas of joint attention and active social interaction.The frequency of fixating on the teacher for at least 2 seconds increased from zero to five to six times per class session,and spontaneous verbal expressions increased from zero to three and four times per day.Concurrent improvements were also noted in classroom engagement and behavioral regulation.Conclusions The four-component support system facilitates the transfer of social skills in students with ASD from structured training settings to authentic classroom contexts through three operational pathways:precise assessment-strategy alignment,hierarchical skill generalization,and systematic environmental optimization.Grounded in the standardized functional indicators of the ICF-CY framework,this system demonstrates strong operability and replicability,offering a scientifically sound and practical paradigm for fostering social competence in students with ASD within inclusive educational settings.关键词
孤独症谱系障碍/ICF评估/"四环"支持体系/融合教育/社交能力Key words
Autism spectrum disorder(ASD)/ICF assessment/Four-component support system/Inclusive education/Social competence分类
社会科学引用本文复制引用
韦颖,王静..孤独症谱系障碍学生社交能力发展支持体系建构个案研究[J].中国听力语言康复科学杂志,2026,24(5):459-463,5.基金项目
柳州市教育科学"十五五"规划2026年度课题"基于ICF的孤独症儿童社会适应能力评估与干预研究"(2026B-37) （2026B-37）
