The Impact of Metaphoric Language Intervention on Psychological Perceptions of Students with Autism.
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| Title: | The Impact of Metaphoric Language Intervention on Psychological Perceptions of Students with Autism. |
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| Authors: | Ke, Yuguo (AUTHOR), Chen, Liang (AUTHOR), Zhou, Xiaozhen (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. May2026, Vol. 56 Issue 5, p1725-1736. 12p. |
| Subjects: | Research funding, Receiver operating characteristic curves, T-test (Statistics), Autism, Affinity groups, Sex distribution, Educational outcomes, Logistic regression analysis, Metaphor, Students with disabilities, Quantitative research, Descriptive statistics, Multilingualism, Happiness, Research methodology, One-way analysis of variance, Asperger's syndrome, Student attitudes, Learning strategies, Interpersonal relations, Communication education, Confidence intervals, Data analysis software, Psychosocial factors |
| Abstract: | This study aimed to investigate the influence of metaphoric language intervention (MLI) on students' psychological perception in bilingual learning, focusing on both autistic and students with non-autism. Students with autism often exhibit apprehension toward engaging in bilingual learning with their peers, resulting in reduced enjoyment and unfavorable language learning outcomes. A cohort of 108 students with autism and 102 students with non-autism, who demonstrated psychological perception engagement through MLI, was recruited for the study. The findings revealed that autistic male students reported higher levels of enjoyment in MLI compared to autistic female students, with metaphoric expressions being preferred over literal ones. Additionally, a positive correlation was observed between the quality of MLI and increased psychological perception, receptiveness, and enjoyment in bilingual learning, leading to favorable perceptual outcomes for students with autism. These findings highlight the critical role of integrating MLI and implementing targeted psychological perceptions to enhance the quality of bilingual learning for students with autism. This approach shows promise as a practical and universally applicable language therapy that effectively addresses challenges in bilingual learning and fosters a deeper interest in communication, particularly among individuals with autism. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study aimed to investigate the influence of metaphoric language intervention (MLI) on students' psychological perception in bilingual learning, focusing on both autistic and students with non-autism. Students with autism often exhibit apprehension toward engaging in bilingual learning with their peers, resulting in reduced enjoyment and unfavorable language learning outcomes. A cohort of 108 students with autism and 102 students with non-autism, who demonstrated psychological perception engagement through MLI, was recruited for the study. The findings revealed that autistic male students reported higher levels of enjoyment in MLI compared to autistic female students, with metaphoric expressions being preferred over literal ones. Additionally, a positive correlation was observed between the quality of MLI and increased psychological perception, receptiveness, and enjoyment in bilingual learning, leading to favorable perceptual outcomes for students with autism. These findings highlight the critical role of integrating MLI and implementing targeted psychological perceptions to enhance the quality of bilingual learning for students with autism. This approach shows promise as a practical and universally applicable language therapy that effectively addresses challenges in bilingual learning and fosters a deeper interest in communication, particularly among individuals with autism. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06662-2 |
