一例6岁孤独症谱系障碍男童,因频繁出现攻击、破坏行为及社交困难,接受为期12个月的关系取向游戏治疗。对其连续干预过程进行记录与分析,提炼出其规则内化的四个阶段：规则试探、规则体验、规则理解与规则内化。结果显示,患儿最初通过反复越界行为测试互动边界,在稳定、回应性的关系中逐步形成对规则的体验与理解,进而实现规则的内化,并表现出更高的行为稳定性与情境灵活性。进一步分析表明,规则内化并非单一的行为习得过程,而是在互动关系中逐步建构的结果,该过程伴随着语言表达、情绪调节及社会互动能力的协同发展。
This study reports on a 6-year-old boy with autism spectrum disorder who presented with frequent aggressive and destructive behaviors as well as social difficulties, and who received 12 months of relationship-oriented play therapy. Through continuous documentation and analysis of the intervention process, four stages in the process of rule internalization were identified: rule testing, rule experiencing, rule understanding, and rule internalization. The findings indicate that the child initially tested interactional boundaries through repeated rule-violating behaviors, and gradually developed an experience of and understanding of rules within a stable and responsive relational context, ultimately achieving rule internalization and demonstrating increased behavioral stability and contextual flexibility. Further analysis suggests that rule internalization is not a simple process of behavior acquisition, but rather a developmental outcome constructed within relational interactions, accompanied by the coordinated development of language expression, emotional regulation, and social interaction abilities.
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