| 摘要: |
| 目的 为减少ASD儿童课堂扰乱行为达成良好的课堂干预训练效果。通过对ASD儿童扰乱行为相关影响因素进行探究，指导干预产品设计，降低ASD儿童课堂扰乱行为频率。方法 首先，基于TPB理论结合文献查阅以专家访谈对ASD儿童课堂扰乱行为进行分析筛选构造ASD儿童课堂扰乱行为影响因素集;其次，基于GREY-DEMATEL-AHDT进行模型构建，得到两组对抗性的有向拓扑层级图，并对主要要素及要素间关系分析;最后，基于关键因素开展实地观察调研，总结出ASD儿童课堂扰乱行为干预产品设计策略指导后续设计实践。结果 实验结果表明，本研究干预产品设计对ASD儿童课堂部分扰乱行为具备显著的干预作用。结论 引入TPB理论对ASD儿童个体内在因素分析，扩展了ASD课堂扰乱行为影响因素研究。且运用GREY-DEMATEL-AHDT分析结果呈现直观高效，为后续设计需求研究界定范围，可为相关产品设计提供借鉴思路。 |
| 关键词: ASD儿童 DEMATEL 课堂扰乱行为 |
| DOI：10.19554/j.cnki.1001-3563.2023.20.020 |
| 分类号:TB472 |
| 基金项目:教育部人文社会科学研究青年基金项目(19YJCZH273) |
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| Product Design of Classroom Disruptive Behavior Intervention for Children with ASD |
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ZHOU Qi, XIE Ying
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(Hubei University of Technology, Wuhan 430068, China)
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| Abstract: |
| The work aims to explore relevant influencing factors of disruptive behaviors of children with ASD, guide the design of intervention products and reduce the frequency of classroom disruptive behaviors of children with ASD, and achieve a good classroom intervention training effect. First, based on the TPB theory and combined with literature review and expert interviews, the classroom disruptive behaviors of children with ASD were analyzed and screened to construct a set of influencing factors for classroom disruptive behaviors of children with ASD. Secondly, based on the GREY-DEMATEL-AHDT model construction, two groups of adversarial directed topological hierarchical graphs were obtained, and the main elements and the relationship between the elements were analyzed. Finally, field observation and research were conducted based on key factors. Behavioral intervention product design strategies were concluded to guide subsequent design practices. The experimental results showed that the intervention product design of this study had a significant intervention effect on some disruptive behaviors of children with ASD in the classroom. Introducing the TPB theory to analyze the internal factors of children with ASD expands the research on the influencing factors of ASD classroom disruptive behaviors. Moreover, the analysis results using GREY-DEMATEL-AHDT are intuitive and efficient, which can define the scope of subsequent design requirements research and provide reference ideas for related product design. |
| Key words: children with ASD DEMATEL classroom disruptive behavior |
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