国外关于自闭症儿童的游戏水平、游戏行为等方而的研究表明，自闭症儿童的游戏呈现水平低，象征性游戏少的特点，但自闭症儿童现有的游戏水平也可以为干预提供契机。 研究者在分析国外已有研究的基础上，进一步讨论了游戏干预中游戏的目的和作用、治疗关系的重要性及游戏干预的取向等问题。
游戏对儿童发展的重要作用已经被多数专业工作者认同，作为儿童生命早期的主导活动，游戏既是儿童学习和融入社会的途径，也是儿童应该得到保障的权利。自20世纪90年代以来，教育学、心理学领域对普通儿童游戏的研究[13]已取得了很大进展，但对特殊儿 童游戏的研究较少。
3.3.1对自闭症儿童游戏类型的研究
自闭症儿童的游戏干预有两种取向:一是以应用行为分析、关键反应训练等为代表的行为 主义取向游戏干预;二是以基于发展、个别差异[14]和人际关系的模式、整合性游戏团体等为代表的发展取向的游戏干预。
3.3.1.1行为主义取向的游戏干预
行为主义取向的游戏干预最初是由洛瓦斯(0. Ivar Lovaas)将斯金纳(B. F. Skinner)的理论用于自闭症儿童的干预。游戏技能被视作自闭症儿童必须获得的技能之一，成人作为领路人帮助自闭症儿童在游戏中发展某个技能，例如:模仿、说出词汇、听指令。行为主义取向的游戏干预有:应用行为分析(Applied Behavior Analysis, ABA)、分解式操作教学(Discrete Trial Training, DTT)、核心反应训练(又译作“关键性技能训练”，(Pivotal Response Training, PRT)和相互模仿训练。
3.3.1.2发展性游戏干预
发展性游戏干预是指根据个体的发展水平和现有经验，游戏化地在与他人互动过程中提高共同注意、假装游戏的能力、主动性和回应性以及沟通水平的干预模式。发展性游戏干预[15]
的主要方法有:基于发展、个别差异和人际关系的模式。
结语：
自闭症儿童是一个特殊的社会群体，随着每年自闭症儿童患者的增加，我们必须要给予其充分的重视，虽然目前并没有十分确切有效的方法来治愈自闭症儿童，但是我们要在摸索中前进，根据各方面调查研究报告，深入了解自闭症儿童的内心世界及早期的教育治疗。
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参考文献
[1]Riga, Andy，Autistic children try controversial therapy. [J]. The Gazette,2006,15(3): 5~6 [2]宋建宏,陈敏,自闭儿童治疗中的象征性发展个案报告[J].中国健康心理学杂志,2009,17(5):634~635
[3] 孙圣涛, 自闭症儿童的社会缺陷及其早期干预研究的介绍[J]. 中国特殊教育,2003,39(3):66~70
[4] 雷秀猫，杨振，刘慷，父母教养效能感对自闭症儿童康复的影响[J]. 中国特殊教育,2010,118(4):33~46
[5]Prewitt, Alex. Towson Coach Pat spreading the word about autism awareness[J]. The Washington Post, 2014,23 (4):56~64
[6] Cyzner, Lisa E，ProQuest Dissertations and Theses [M]. Ann Arbor. ProQuest, UMI Dissertations Publishing. 2001, 231 p.
[7] 青筝，焦曾，自闭症儿童心理理论能力中的情绪理解[J]. 中国特殊教育,2005,57(3):58~62 [8].陆厚廷，音乐治疗中自闭症患者的模仿能力探究[J].音乐论坛2010,7(8):19~21
[9] 杨希洁，自闭症儿童语言障碍表现及其教育训练对策[J]. 中国特殊教育,2008,99,(9): 40~43
[10]李春梅，林利，刘颖，自闭症儿童的融合教育[J].医学综述2009,15(16):17~19
[11] Chan, Cheryl，Autism-centre proposal draws criticism; We need services, especially in rural areas, parents say. [J]. The Province, 2008,27(5) :19~21
[12]毛颖梅，国外自闭症儿童游戏及游戏干预研究进展[J]. 中国特殊教育2011，134(8):66~71 [13]陈巍，郭本禹，自闭症儿童缺乏“心理理论”吗？——基于神经现象学的解读[J]. 中国特殊教育2011,129(3):31~35
[14] Spikins, Penny. Autism, the Integrations of 'Difference' and the Origins of Modern Human Behaviour. [J]. Cambridge Archaeological Journal. 2009,19(2): 179~201
[15]卢茜，邓猛，梁焕萍，自闭症谱系障碍儿童睡眠问题的研究:回顾及思考[J]. 中国特殊教育2011,129(3):65~71
附录一：
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外文文献摘要及翻译
[1]Riga, Andy，Autistic children try controversial therapy. [J]. The Gazette,2006,15(3): 5~6 [Jamie Rabinovich], a student at Giant Steps School for the disabled, is autistic.
The treatment is by no means a cure, said Dr. Gerard Binet, the naturopath and psychologist who administered Jamie's treatment. Binet is not involved with the Giant Steps training.
Jamie's mother, Vivian, is cautiously optimistic about the therapy. \(changes) are just happening, or if it has something to do with the treatment,\ [Jamie Rabinovich],
翻译
在庞大的步骤学校的一位学生对于残废者, 是孤独症的。
治疗是 , 藉着没有方法治疗,说了管理了 Jamie 的治疗的杰勒德博士 Binet, 自然疗者和心理学者。 Binet 不与庞大的步骤训练一起牵涉。
Jamie 的母亲，薇薇安,慎重地是乐观的有关治疗的事。 \如果这些 (变化) 正在仅仅发生，没有人真的知道,或如果它与治疗有关,\她说。
[5]Prewitt, Alex. Towson Coach Pat spreading the word about autism awareness[J]. The Washington Post, 2014,23 (4):56~64 [...]on this Sunday, there was only silence inside an empty SECU Arena, and it threatened to disrupt the routine so important to the 4-year-old austistic child, whose father, Pat, coaches the Towson men's basketball team. Kristen had earned her master's degree in counseling and education from William and Mary, and once studied a child with Asperger syndrome -- one particular disorder on the autism spectrum -- but was surprised at how little that prepared her for the real thing.
翻译
[...]星期日在这之上, 只有里面的沈默一个空的 SECU 竞技场, 和它威胁打乱对 4 年的 austistic 孩子是如此重要的常式, 父亲, 帕特,指导 Towson 男人的篮球队。 Kristen 在商议方面已经赚她的硕士学位和来自威廉和玛丽的教育, 而且用爱斯佩格精神压力综合症曾经研究了一个孩子 -- 在自闭症光谱上的特别的混乱 -- 但是感到惊讶在如何为她真正的事物做准备的一点点。
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[6] Cyzner, Lisa E，ProQuest Dissertations and Theses [M]. Ann Arbor. ProQuest, UMI Dissertations Publishing. 2001, 231 p. In this qualitative study, six caregivers, three mothers and three fathers, report their experiences participating in occupational therapy intervention for their children who have difficulty with self-regulation. Initial research questions included: how caregivers viewed their active involvement in their children's treatment, how the therapist viewed her involvement, how caregivers accepted being involved in this process, how caregivers assessed the intervention, how caregivers described their children's development over the course of intervention, and how caregivers saw the intervention fitting into the overall treatment plan for their children.
Through intensive interviews and data analysis, the following themes, all with subthemes, emerged: (1) Changes: My child has come so far but still has room to grow; (2) Occupational therapy: It changed the way I think; (3) Our lives are forever changing; and (4) This is what we wish for. The two metathemes that emerged were: (1) I am my child's external regulator and (2) Occupational therapy: Embedded in daily life.
The data reveals what it is like to live life as caregivers with children who have difficulty with self-regulation. Caregivers in this study became involved in their children's care in ways that made them feel most comfortable and that they determined were the most advantageous for their children. They individualized for their children and family approaches and techniques learned during therapy sessions. They learned to interpret their children's behaviors and how to address them in order for their own family to remain as functional as possible in a society which has yet to fully understand the enormous impact of sensory processing upon daily life. These caregivers became and will remain their children's external regulators helping their children reach a greater level of self-regulation and independence.
The findings add evidence to the growing body of knowledge of well-structured intervention plans for children with difficulty with self-regulation. They support hypothesized linkages between difficulties with self-regulation and other problems such as anxiety, aggression, and difficult temperaments. This information is vital for both clinicians and caregivers who witness how these behaviors impact upon children's lives and the need to address these behaviors within a daily life context.
翻译
在这项性质上的研究，六个照护者，三个母亲和三位父亲中, 在为和自己的有困难的他们的孩子参与职业的治疗干涉方面报告他们的经验-规则。 签姓名的首字母被包括在内的研究疑
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问: 照护者如何看了他们的活跃参与他们孩子的治疗, 治疗师看了她的牵涉方式,照护者接受参与这一个程序的方式,照护者估定了干涉的方式,照护者描述了在干涉的课程上的他们孩子的发展的方式，而且照护者如何见到干涉配件进入全部的治疗为他们的孩子计划。 透过强烈的面谈和数据分析，下列的主题，全部以次主题，出现:(1) 变化: 我的孩子到现在为止已经来但是仍然有房间生长;(2) 职业的治疗: 它改变了我想的方式;(3) 我们的生命正在永远地变更; 和 (4) 这是我们愿的。 二 metathemes 哪一出现是:(1) 我是我孩子的外部调整者和 (2) 职业的治疗: 在每日的生活方面埋入。
数据显示它是什么喜欢住生活当照护者和和自己的有困难的孩子-规则。 这一项研究的照护者在使他们感觉大多数很舒服的方法中在他们孩子的照料方面变成有关而且他们决定是他们的孩子最有利的。 他们为在治疗会议期间被学习的他们的孩子和家庭方法和技术个别化。 他们学习解释他们孩子的行为和该如何向～演说他们以使他们自己的家庭在一个还没有完全在每日的生活之后了解知觉的处理的巨大冲击的社会中保持尽可能功能。 这些照护者变成而且将会一直是帮助他们的孩子的他们孩子的外部调整者到达较高水平的自己-规则和独立。
调查结果不容易和自己的把证据加入构成良好干涉的知识的成长身体关于孩子的计划-规则。 他们支援假定困难由于自己的 - 规则和其他的问题 , 像是焦虑，进攻和困难的气质之间的连合。 这数据对目击这些行为如何在孩子的生命和需要之后挤入在每日的生活上下文里面向这些行为发表演说的临床医生和照护者是重要的。
[11] Chan, Cheryl，Autism-centre proposal draws criticism; We need services, especially in rural areas, parents say. [J]. The Province, 2008,27(5) :19~21 Gordon Campbell's throne speech committed at least $20 million toward the capital costs of a proposed \for children with autism and create a national hub for research and a centre for parental support.\ [Dawn Steele] called the proposed centre \but not the best use of taxpayers' dollars. \need are outreach programs and locally delivered services, especially to rural communities.\ \autism and its services and hopefully will lead to more services, more help and better understanding.\
翻译
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