Logics of Solving the Language Intervention Dilemma of Autistic Children from the Perspective of Cognitive Load Theory
In the recent years,the incidence of autism spectrum disorder has been on the rise,and the language difficulties of children with autism have seriously impeded their communication and thus have hindered their integration into society.The cognitive load theory,based on the theory of limited resources and schema theory,has proposed various strategies and measures for improving teaching them.Given the unique cognitive deficits of children with autism,such as poor attention,abnormal sensory perception,limited cognitive ability,and limited language,this paper proposes a solution from the perspective of cognitive load theory,namely,simplifying the presentation of information to break the"redundancy effect",decomposing tasks into rounds to break the"attention separation effect",promoting language transfer through changing the language intervention context to achieve the"variation effect",and stimulating language potential through individualized instruction to achieve the"knowledge reversal effect".
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