PDF(Pubmed)
Abstract：
UNASSIGNED: The escalating prevalence of personification abuse in language disorders among students poses a substantial challenge for autistic students in the domain of language disorders. While prior research has mainly focused on the cognitive hurdles faced by autistic students, ongoing debates persist about the onset, severity, and roots of these challenges in their classroom behavior, with limited exploration of how preconceived notions impact personification abuse. This study aims to delve into emotional treatments for language disorders, specifically targeting personification abuse, to facilitate the shift from distorted perceptions to normative expression. It seeks to pinpoint the primary emotional interventions linked to instances of personification abuse and scrutinize the emotional factors influencing therapeutic approaches for language disorders.
UNASSIGNED: The research encompassed a cohort of 110 autistic students, aged 2 to 5 years, diagnosed with language disorders, all clinically determined to have autism by developmental pediatricians at a prestigious medical facility. Among these children, 95 were attending specialized schools, while 15 were situated in community settings.
UNASSIGNED: The outcomes disclosed that children across all developmental phases displayed instances of personification abuse in language disorders, showcasing noteworthy enhancements in personification abuse following emotional treatment. Significantly, the discernible disparity in personification abuse performance and emotional treatment can be linked to the simultaneous cognitive advancement of autistic students across four grade levels, with variations noted based on normative expressions.
UNASSIGNED: These findings underscore the insufficiency of solely relying on intrinsic trends to comprehend personification abuse within an emotional treatment context. The study accentuates the potential pitfalls associated with emotional treatment for language disorders and stresses the imperative need for additional research and psychiatric intervention strategies.
UNASSIGNED: The research encompassed a cohort of 110 autistic students, aged 2 to 5 years, diagnosed with language disorders, all clinically determined to have autism by developmental pediatricians at a prestigious medical facility. Among these children, 95 were attending specialized schools, while 15 were situated in community settings.
UNASSIGNED: The outcomes disclosed that children across all developmental phases displayed instances of personification abuse in language disorders, showcasing noteworthy enhancements in personification abuse following emotional treatment. Significantly, the discernible disparity in personification abuse performance and emotional treatment can be linked to the simultaneous cognitive advancement of autistic students across four grade levels, with variations noted based on normative expressions.
UNASSIGNED: These findings underscore the insufficiency of solely relying on intrinsic trends to comprehend personification abuse within an emotional treatment context. The study accentuates the potential pitfalls associated with emotional treatment for language disorders and stresses the imperative need for additional research and psychiatric intervention strategies.
摘要：
■学生语言障碍中人格化滥用的患病率不断上升，这对自闭症学生在语言障碍领域构成了重大挑战。虽然先前的研究主要集中在自闭症学生面临的认知障碍上，关于发病的争论仍在继续，严重程度,这些挑战的根源在于他们的课堂行为，对先入为主的观念如何影响人格化滥用的探索有限。这项研究旨在深入研究语言障碍的情感治疗，专门针对人格化滥用，促进从扭曲的感知向规范表达的转变。它旨在查明与人格化滥用有关的主要情感干预措施，并审查影响语言障碍治疗方法的情感因素。
■这项研究涵盖了110名自闭症学生，2至5岁，被诊断为语言障碍,所有临床确定患有自闭症的发育儿科医生在一个著名的医疗机构。在这些孩子中,95人在专门学校上学，而15人位于社区环境中。
■结果显示，所有发育阶段的儿童在语言障碍中都表现出人格化滥用的情况，展示了情感治疗后人格化滥用方面值得注意的增强。重要的是,人格化虐待表现和情感治疗的明显差异可以与自闭症学生在四个年级的同时认知进步有关，根据规范表达式标注的变化。
■这些发现强调了在情感治疗背景下仅仅依靠内在趋势来理解人格化虐待的不足。该研究强调了与语言障碍的情感治疗相关的潜在陷阱，并强调迫切需要额外的研究和精神干预策略。
■这项研究涵盖了110名自闭症学生，2至5岁，被诊断为语言障碍,所有临床确定患有自闭症的发育儿科医生在一个著名的医疗机构。在这些孩子中,95人在专门学校上学，而15人位于社区环境中。
■结果显示，所有发育阶段的儿童在语言障碍中都表现出人格化滥用的情况，展示了情感治疗后人格化滥用方面值得注意的增强。重要的是,人格化虐待表现和情感治疗的明显差异可以与自闭症学生在四个年级的同时认知进步有关，根据规范表达式标注的变化。
■这些发现强调了在情感治疗背景下仅仅依靠内在趋势来理解人格化虐待的不足。该研究强调了与语言障碍的情感治疗相关的潜在陷阱，并强调迫切需要额外的研究和精神干预策略。
