摘要：
目的对运用反应中断再定向干预孤独症谱系障碍(ASD)儿童刻板语言的研究进行Scoping综述分析。方法检索EBSCO、PubMed、Web of Science、中国知网、万方数据库中使用反应中断再定向的方法对ASD儿童...展开更多 目的对运用反应中断再定向干预孤独症谱系障碍(ASD)儿童刻板语言的研究进行Scoping综述分析。方法检索EBSCO、PubMed、Web of Science、中国知网、万方数据库中使用反应中断再定向的方法对ASD儿童的刻板语言进行干预的相关文献,提取文献中的数据信息对其进行Scoping综述。结果最终纳入16篇英文文献,均采用单一受试时间序列研究设计。共涉及41例ASD儿童,出现刻板语言行为的ASD儿童基本语言功能有显著差异。刻板语言表现为语言和非语言声音两种形式。多数研究使用实验功能评价来确认刻板语言的功能,绝大多数ASD儿童刻板语言的功能为自动强化。实验功能评价以Iwata等的范式为主,其他评价范式在此范式基础上进行一定的改变,使操作更简洁。反应中断再定向常在个别化的情境中进行,少数研究尝试在特殊教育班级中进行。因刻板语言和其他行为的障碍程度不同,干预时长和频率差异较大。通过比较传统反应中断再定向与其变形程序对刻板语言的改善效果发现,改变再定向任务内容,减少再定向任务数量及不同执行时长对其效果没有显著影响。反应中断再定向与匹配刺激的非后效强化、反应代价、语言操作训练、药物治疗等方法进行比较的结果认为,反应中断再定向及其他方法(除药物治疗)都可以在一定程度上减少ASD儿童的刻板语言,并促进适当行为的出现,但反应中断再定向与匹配刺激、反应代价等其他方法共同使用会更有效。结论伴有刻板语言的ASD儿童具有不同功能性语言表现,其刻板语言表现形式包括语言和非语言的声音。刻板语言绝大多数功能为自动强化。反应中断再定向作为一种行为干预,均在个别化的情境下进行,干预时长和频率根据ASD儿童的刻板语言及其他行为障碍的严重程度等进行调整。改变再定向指令内容、数量等的变形反应中断再定向不会对行为改善结果有显著影响,匹配刺激和反应代价等其他干预方法也能够有效地减少刻板语言,但反应中断再定向与这些方法一同使用可能效果更好。反应中断再定向干预不仅可以有效改善ASD儿童语言功能,减少刻板语言,还能增加适当语言、任务参与、指令服从。收起
作者机构：
[An, Ni; Huang, Xuzhong; Li, Qianyu] Hubei Univ Technol, Normal Sch Vocat Tech, Wuhan 430068, Peoples R China.;[Hao, Yipu] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.
通讯机构：
[Hao, YP ] C;Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.
关键词：
Chinese secondary vocational students;PISA 2018;competitive school climate;moderated mediation model;school bullying
摘要：
School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students' exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students' sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年15:1307552 ISSN：1664-1078
通讯作者：
Mao, QM;Hong, JJ
作者机构：
[Mao, Qiming; Mao, QM; Fang, Xueqin] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Hong, Jianzhong Janne] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Diao, Chunting] Hubei Univ Chinese Med, Sch Humanities, Wuhan, Peoples R China.
通讯机构：
[Hong, JJ ; Mao, QM ] C;Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
摘要：
Introduction: University-school (U–S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U–S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity. Methods: Recordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis. Results: The findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named “experimental object,” which highlights the significance of experimentation in U–S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine. Discussion: The current study implicates that U–S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U–S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.
作者机构：
State Key Laboratory of Digital Medical Engineering, School of Biological Science and Medical Engineering, Southeast University, Nanjing 210096, China.;[Li-Pu Zhao; Lian Hou] School of Mechanical and Electrical Engineering, Silicon Lake Vocational and Technical College, Suzhou 215006, China.;[Ying-Ying Zhong] College of Education, Central China Normal University, Wuhan 430079, China.;[Xu Mei] State Key Laboratory of Digital Medical Engineering, School of Biological Science and Medical Engineering, Southeast University, Nanjing 210096, China.<&wdkj&>School of Mechanical and Electrical Engineering, Silicon Lake Vocational and Technical College, Suzhou 215006, China.
通讯机构：
[Xu Mei] S;State Key Laboratory of Digital Medical Engineering, School of Biological Science and Medical Engineering, Southeast University, Nanjing 210096, China.<&wdkj&>School of Mechanical and Electrical Engineering, Silicon Lake Vocational and Technical College, Suzhou 215006, China.
摘要：
Background: Shear stress-induced erythrocyte damage, namely hemolysis, is an important problem in the development of blood-contacting medical devices such as mechanical circulatory support (MCS) devices. Computational fluid dynamics (CFD) simulation combined with hemolysis prediction models have been widely used to predict hemolysis. With the development of hemolysis prediction models, the new hemolysis prediction model requires more experimental data to verify. In addition, the difference of in vitro blood-shearing device also affect the accuracy of hemolysis prediction. Methods: To address these problems, a new in vitro blood-shearing device (vortex oscillator) was used to further verify the accuracy of the hemolysis prediction models, and to guide the optimal design of blood-contacting medical devices such as MCS devices. Firstly, the flow field information such as wall stress and velocity of the vortex oscillator under different speeds was analyzed. Secondly, different hemolysis prediction models were used to calculate hemolysis, and the predicted data was compared with the experimental data. Results and Conclusion: In this study, the flow field information inside the vortex oscillator at high rotational speeds was systematically investigated, and the prediction of hemolysis was carried out. The results showed that the predicted date of hemolysis was significantly different from the experimental date, which indicated that it was urgent to establish a standardized in vitro blood-shearing platform to provide a reference for accurate hemolysis prediction.
