A method, system, device and medium for communication training of autistic children

Abstract

The present application relates to a method, system, device and medium for communication training of autistic children, wherein the method comprises: constructing multiple training stages, wherein the multiple training stages are in a sequential progressive relationship, and only when the training of the previous stage reaches the standard can the next stage be entered; performing image communication training and verbal communication training on children through multiple training stages, wherein each stage is composed of multiple single trainings as a group of trainings, and the training can be repeated according to the training situation of the children. Through this application, the problems of poor real-time data transmission and insignificant training effect when conducting communication training for autistic children are solved, and the effect of children's communication training is improved.

Description

Technical Field

[0001] The present application relates to the field of computer technology, and in particular to a method, system, device and medium for communication training of autistic children. Background Art

[0002] Autism spectrum disorder is a group of complex neurodevelopmental diseases. Children are one of the main groups of people with autism, and the incidence rate is increasing year by year. Among the symptoms of autism, communication disorder is one of the core symptoms, which seriously hinders the speech development of the patients, as well as the subsequent development of interpersonal interaction and social adaptability. In order to improve this problem, there are currently a variety of technologies and methods to train their communication skills, among which the Picture Exchange Communication System (PECS) is one of the most commonly used and relatively effective training methods, which has a complete training program.

[0003] In the related technology, some auxiliary communication software based on the PECS principle has been developed abroad, such as communications developed by TrueDigital&Media Platform. However, these software do not cover all the processes of PECS training, and lack Chinese versions. In addition, the existence of cultural differences makes it impossible to directly translate them into Chinese and promote their use in my country. In addition, a domestic patent application also discloses a training system solution based on the PECS principle. Although this training system can achieve communication training to a certain extent, it needs to rely on multiple devices to carry out training, and needs to be connected to the Internet to transmit data in real time to obtain the next training command, which will lead to transmission delays, slow response speeds and other problems. In addition, the training system only emphasizes communication training, but ignores the importance of speech training in communication training, making the training effect not significant.

[0004] At present, there is no effective solution to the problems of poor real-time data transmission and insignificant training effect in the relevant technologies when conducting communication training for autistic children. Summary of the invention

[0005] The embodiments of the present application provide a method, system, device and medium for communication training for autistic children, so as to at least solve the problems in the related art of poor real-time data transmission and insignificant training effect when conducting communication training for autistic children.

[0006] In a first aspect, an embodiment of the present application provides a method for communication training for children with autism, the method comprising:

[0007] Construct multiple training stages, wherein the multiple training stages are in a sequential progressive relationship, and only when the training of the previous stage meets the standard can you enter the next stage;

[0008] The children are given image communication training and verbal communication training through the multiple training stages, wherein each stage is composed of multiple single trainings as a group of training, and the training can be repeated according to the training situation.

[0009] In some embodiments, constructing multiple training stages includes:

[0010] Stage 1: Set up an image, wait for the child to select the image within a preset time and name the object corresponding to the image;

[0011] The second stage: setting multiple images, waiting for the child to select an image from the multiple images and name the object corresponding to the image within a preset time, wherein the number of images gradually increases as the training effect of the child improves;

[0012] The third stage: setting an image and a preset sentence pattern on the screen, waiting for the child to select the image and move to the preset sentence pattern within a preset time, and at the same time saying the object corresponding to the image;

[0013] The fourth stage: setting images and setting receptive questions on the screen in visual and auditory forms, waiting for the child to select the image within a preset time and move it to the blank box of the question, forming a complete sentence, and speaking the complete sentence in words, wherein the number of images gradually increases as the training effect of the child improves;

[0014] The fifth stage: setting images and setting evaluative questions in visual and auditory forms on the screen, waiting for the child to select the image within a preset time and move it to the blank box of the question, forming a complete sentence, and speaking the complete sentence in words, wherein the number of images gradually increases as the training effect of the child improves.

[0015] In some embodiments, performing image communication training and verbal communication training on children through the multiple training stages includes:

[0016] Each of the multiple training stages includes an image communication sub-stage and a speech communication sub-stage, and the image communication training and the speech communication training are performed on the child through the image communication sub-stage and the speech communication sub-stage.

[0017] In some embodiments, performing the image communication training on the child through the image communication sub-stage includes:

[0018] The image is set and the child is waited for to select the image within a preset time. After the image is acquired, the system will feedback the name of the object through voice and give the child a corresponding object reward to complete the image communication training.

[0019] In some embodiments, after completing the image communication training, the method includes:

[0020] After acquiring the image, wait for the child to input voice within a preset time. If the child can input voice within the preset time, the system will feedback the name of the object through voice and give the corresponding object as a reward. If the child cannot input voice within the preset time, the system will give voice prompts in stages according to the voice input situation to train the child's verbal communication;

[0021] The voice prompts can be gradually removed according to the training situation until the child can spontaneously speak the corresponding language, thus completing the speech communication training.

[0022] In a second aspect, an embodiment of the present application provides a system for constructing a communication training model for children with autism, the system comprising:

[0023] A construction module is used to construct multiple training stages, wherein the multiple training stages are in a sequential progressive relationship, and only when the training of the previous stage meets the standard can it enter the next stage;

[0024] The training module is used to carry out image communication training and verbal communication training for children through the multiple training stages, wherein each stage is composed of multiple single trainings as a group of training, and the training can be repeated according to the training situation.

[0025] In some embodiments, the building blocks include:

[0026] Stage 1: Set up an image, wait for the child to select the image within a preset time and name the object corresponding to the image;

[0027] The second stage: setting multiple images, waiting for the child to select an image from the multiple images and name the object corresponding to the image within a preset time, wherein the number of images gradually increases as the training effect of the child improves;

[0028] The third stage: setting an image and a preset sentence pattern on the screen, waiting for the child to select the image and move to the preset sentence pattern within a preset time, and at the same time saying the object corresponding to the image;

[0029] The fourth stage: setting images and setting receptive questions on the screen in visual and auditory forms, waiting for the child to select the image within a preset time and move it to the blank box of the question, forming a complete sentence, and speaking the complete sentence in words, wherein the number of images gradually increases as the training effect of the child improves;

[0030] The fifth stage: setting images and setting evaluative questions in visual and auditory forms on the screen, waiting for the child to select the image within a preset time and move it to the blank box of the question, forming a complete sentence, and speaking the complete sentence in words, wherein the number of images gradually increases as the training effect of the child improves.

[0031] In some embodiments, the system further comprises a correction module:

[0032] Each of the multiple training stages of the training module includes an image communication sub-stage and a speech communication sub-stage, and the image communication training and the speech communication training are performed on children through the image communication sub-stage and the speech communication sub-stage.

[0033] In a third aspect, an embodiment of the present application provides an electronic device comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein when the processor executes the computer program, the method for communication training of autistic children as described in the first aspect above is implemented.

[0034] In a fourth aspect, an embodiment of the present application provides a storage medium having a computer program stored thereon, which, when executed by a processor, implements the method for communication training of autistic children as described in the first aspect above.

[0035] Compared with the related art, the method for communication training for autistic children provided in the embodiment of the present application constructs multiple training stages, wherein the multiple training stages are in a sequential progressive relationship, and only when the training in the previous stage meets the standards can they enter the next stage; through multiple training stages, children are trained in image communication and verbal communication, wherein each stage consists of multiple single trainings as a group of training, and the training can be repeated according to the training situation of the children.

[0036] The effective effects of this application include: 1. Developing an auxiliary communication system specifically for domestic autistic children based on domestic daily common objects and Chinese language grammar. The training content is flexible and diverse, which is more in line with the training needs of domestic autistic children, and is therefore more popular in China;

[0037] 2. Training can be carried out, recorded and analyzed offline without the need for an Internet connection. The rehabilitation training program can be adjusted in real time based on the results to achieve personalized training.

[0038] 3. The device is simple and easy to carry. Training is not limited by time and space. Training can be carried out in different places such as home and school without special deployment, which greatly reduces the training cost;

[0039] 4. Organically combine image communication training with verbal communication training, stimulate children's desire to communicate through image communication, cultivate their basic communication skills, and gradually transition from image communication training to verbal communication training at each stage, gradually promote the development of children's verbal ability. At the same time, use multi-stage, multi-sensory prompts and a variety of incentives to stimulate children's desire to communicate and increase the possibility of children's spontaneous communication;

[0040] It solves the problems of poor real-time data transmission and insignificant training effect when conducting communication training for autistic children, and improves the effect of children's communication training. BRIEF DESCRIPTION OF THE DRAWINGS

[0041] The drawings described herein are used to provide a further understanding of the present application and constitute a part of the present application. The illustrative embodiments of the present application and their descriptions are used to explain the present application and do not constitute an improper limitation on the present application. In the drawings:

[0042] Figure 1 is a flow chart of a method for communication training for children with autism according to an embodiment of the present application;

[0043] Figure 2 is a schematic diagram of a flow chart of communication training according to an embodiment of the present application;

[0044] Figure 3 It is a schematic diagram of the overall flow chart of the communication training system according to an embodiment of the present application;

[0045] Figure 4 is a structural block diagram of a system for communication training of autistic children according to an embodiment of the present application;

[0046] Figure 5 It is a schematic diagram of the internal structure of an electronic device according to an embodiment of the present application. DETAILED DESCRIPTION

[0047] In order to make the purpose, technical solutions and advantages of the present application clearer, the present application is described and illustrated below in conjunction with the accompanying drawings and embodiments. It should be understood that the specific embodiments described herein are only used to explain the present application and are not intended to limit the present application. Based on the embodiments provided in the present application, all other embodiments obtained by ordinary technicians in this field without making creative work are within the scope of protection of the present application. In addition, it can also be understood that although the efforts made in this development process may be complex and lengthy, for ordinary technicians in the field related to the contents disclosed in the present application, some changes such as design, manufacturing or production based on the technical contents disclosed in the present application are only conventional technical means, and should not be understood as insufficient contents disclosed in the present application.

[0048] Reference to "embodiments" in this application means that a particular feature, structure, or characteristic described in conjunction with the embodiments may be included in at least one embodiment of the present application. The appearance of the phrase in various locations in the specification does not necessarily refer to the same embodiment, nor is it an independent or alternative embodiment that is mutually exclusive with other embodiments. It is explicitly and implicitly understood by those of ordinary skill in the art that the embodiments described in this application may be combined with other embodiments without conflict.

[0049] Unless otherwise defined, the technical terms or scientific terms involved in this application should be understood by people with ordinary skills in the technical field to which this application belongs. The words "one", "a", "a", "the" and the like involved in this application do not indicate a quantitative limitation, and may represent the singular or plural. The terms "include", "comprise", "have" and any of their variations involved in this application are intended to cover non-exclusive inclusions; for example, a process, method, system, product or device that includes a series of steps or modules (units) is not limited to the listed steps or units, but may also include steps or units that are not listed, or may also include other steps or units inherent to these processes, methods, products or devices. The words "connect", "connected", "coupled" and the like involved in this application are not limited to physical or mechanical connections, but may include electrical connections, whether direct or indirect. The "multiple" involved in this application refers to greater than or equal to two. "And / or" describes the association relationship of associated objects, indicating that there can be three relationships, for example, "A and / or B" can represent: A exists alone, A and B exist at the same time, and B exists alone. The terms "first", "second", "third" and the like involved in the present application are merely used to distinguish similar objects and do not represent a specific ordering of the objects.

[0050] This embodiment provides a method for communication training for children with autism. Figure 1is a flow chart of a method for communication training of autistic children according to an embodiment of the present application, such as Figure 1 As shown, the process includes the following steps:

[0051] Step S101, construct multiple training stages, wherein the multiple training stages are in a sequential progressive relationship, and only when the training of the previous stage meets the standard can it enter the next stage;

[0052] Preferably, the multiple training stages constructed in this embodiment are specifically as follows:

[0053] Phase 1: Set an image and wait for the child to select the image and name the item corresponding to the image within a preset time to exchange for the item. This training phase mainly trains the child to directly select the image and name the image to achieve the exchange of items;

[0054] The second stage: set up multiple images, and wait for the children to select an image from the multiple images within a preset time and say the object corresponding to the image in exchange for the object. The number of images gradually increases as the children's training effect improves. This stage mainly trains children's ability to distinguish images;

[0055] The third stage: Set up images and preset sentences on the screen, such as the sentence pattern "I want ___", and then wait for the child to select the image within the preset time and move the image to the blank space of the preset sentence pattern "I want ___" to complete the sentence, and at the same time say the object corresponding to the image in exchange for the object. This stage mainly trains the children's sentence structure;

[0056] Stage 4: Set up images and set up receptive questions in visual and auditory form on the screen, such as "What do you want?" Then, wait for the child to select an image within a preset time and move the image to the blank box of the question, form a complete sentence, and speak the complete sentence in exchange for the desired item. The number of images gradually increases as the children's training effect improves. This stage mainly trains children to ask receptive questions;

[0057] Stage 5: Set images and set evaluative questions on the screen in visual and auditory form, such as "What do you see?", "What do you have?", etc. Then, wait for the child to select the image within the preset time and move it to the blank box of the question, form a complete sentence, and speak the complete sentence in words. The number of images gradually increases as the training effect of the child improves. This stage is mainly based on the fourth stage, further expanding the questions that children answer, training children with evaluative questions, stimulating children's desire to communicate, and increasing the possibility of their spontaneous communication.

[0058] It should be noted that the source of the image in this embodiment is not specifically limited, and may be from a static picture, a dynamic picture, or a video;

[0059] Step S102, performing image communication training and verbal communication training on the child through multiple training stages, wherein each stage consists of multiple single trainings as a group of training, and the training can be repeated according to the training situation;

[0060] Figure 2 is a flowchart diagram of communication training according to an embodiment of the present application, such as Figure 2 As shown, the children are trained in image communication and speech communication through the multiple training stages constructed in step S101, wherein each of the above training stages includes an image communication sub-stage and a speech communication sub-stage. Figure 3 is a schematic diagram of the overall flow chart of the communication training system according to an embodiment of the present application, such as Figure 3 As shown in the figure, after logging in and entering the main menu, each stage will conduct image communication training and verbal communication training for children through the image communication sub-stage and verbal communication sub-stage respectively. In addition, after completing each sub-stage training in each stage, you can choose to exit or enter the next stage to continue training.

[0061] Specifically, Figure 2 As shown in the figure, the specific process of the image communication sub-stage is as follows: First, set the stimulus image according to the child's preferences. The image can come from the software's own gallery, photo album, or pictures, static pictures or videos generated by taking photos, etc. Then, wait for the child to select the image within the preset time. After the child obtains the image, the system will feedback the name of the object through voice and give the child the corresponding object reward, completing the training of the image communication sub-stage;

[0062] Furthermore, if Figure 2 As shown, after acquiring the image, the system waits for the child to input voice within a preset time, that is, the child says the name of the object corresponding to the image. If the child can input voice within the preset time, the system will feedback the name of the object through voice and give the corresponding object as a reward; if the child cannot input voice within the preset time, the system will give voice prompts in stages according to the voice input situation. The voice prompts include partial or full prompts of the name to encourage the child to speak and train the child's verbal communication. When the child can say the corresponding name, he or she can get the corresponding object as a reward;

[0063] In addition, voice prompts can be gradually removed according to the training situation until the child can spontaneously speak the corresponding language, completing the speech communication sub-stage training.

[0064] Through the above steps S101 to S102, this embodiment organically combines image communication training with verbal communication training, stimulates children's desire to communicate through image communication, cultivates their basic communication skills, and gradually transitions from image communication training to verbal communication training at each stage, gradually promoting the development of children's verbal ability. At the same time, multi-stage, multi-sensory prompts and multiple incentives are used to stimulate children's desire to communicate, increase the possibility of children's spontaneous communication, solve the problems of poor real-time data transmission and insignificant training effect when conducting communication training for autistic children, and improve the effect of children's communication training.

[0065] It should be noted that the steps shown in the above process or the flowchart in the accompanying drawings can be executed in a computer system such as a set of computer executable instructions, and although a logical order is shown in the flowchart, in some cases, the steps shown or described can be executed in an order different from that shown here.

[0066] The present embodiment also provides a system for communication training of children with autism, which is used to implement the above-mentioned embodiments and preferred implementation modes, and the descriptions that have been made will not be repeated. As used below, the terms "module", "unit", "subunit" and the like can implement a combination of software and / or hardware of a predetermined function. Although the devices described in the following embodiments are preferably implemented in software, the implementation of hardware, or a combination of software and hardware, is also possible and conceived.

[0067] Figure 4 is a structural block diagram of a system for communication training of autistic children according to an embodiment of the present application, such as Figure 4 As shown, the system includes a construction module 41 and a training module 42:

[0068] The construction module 41 is used to construct multiple training stages, wherein the multiple training stages are in a sequential progressive relationship, and only when the training of the previous stage reaches the standard can the next stage be entered; the training module 42 is used to conduct image communication training and verbal communication training for children through multiple training stages, wherein each stage consists of multiple single trainings as a group of training, and the training can be repeated according to the training situation. This embodiment organically combines image communication training with verbal communication training, stimulates children's communication desire through image communication, cultivates their basic communication skills, and gradually transitions from image communication training to verbal communication training at each stage, gradually promoting the development of children's verbal ability. At the same time, multi-stage, multi-sensory prompts and multiple incentives are used to stimulate children's desire to communicate, increase the possibility of children's spontaneous communication, solve the problems of poor real-time data transmission and insignificant training effect when conducting communication training for autistic children, and improve the effect of children's communication training.

[0069] It should be noted that the specific examples in this embodiment can refer to the examples described in the above embodiments and optional implementation modes, and this embodiment will not be described in detail here.

[0070] In addition, it should be noted that the above modules can be functional modules or program modules, and can be implemented by software or hardware. For modules implemented by hardware, the above modules can be located in the same processor; or the above modules can be located in different processors in any combination.

[0071] This embodiment further provides an electronic device, including a memory and a processor, wherein the memory stores a computer program, and the processor is configured to run the computer program to execute the steps in any one of the above method embodiments.

[0072] Optionally, the electronic device may further include a transmission device and an input / output device, wherein the transmission device is connected to the processor, and the input / output device is connected to the processor.

[0073] In addition, in combination with the autistic children communication training method in the above embodiment, the present application embodiment can provide a storage medium for implementation. The storage medium stores a computer program; when the computer program is executed by a processor, any of the autistic children communication training methods in the above embodiment is implemented.

[0074] In one embodiment, a computer device is provided, which may be a terminal. The computer device includes a processor, a memory, a network interface, a display screen, and an input device connected via a system bus. The processor of the computer device is used to provide computing and control capabilities. The memory of the computer device includes a non-volatile storage medium and an internal memory. The non-volatile storage medium stores an operating system and a computer program. The internal memory provides an environment for the operation of the operating system and the computer program in the non-volatile storage medium. The network interface of the computer device is used to communicate with an external terminal via a network connection. When the computer program is executed by the processor, a method for communication training of autistic children is implemented. The display screen of the computer device may be a liquid crystal display screen or an electronic ink display screen, and the input device of the computer device may be a touch layer covered on the display screen, or a key, trackball, or touchpad provided on the housing of the computer device, or an external keyboard, touchpad, or mouse, etc.

[0075] In one embodiment, Figure 5 is a schematic diagram of the internal structure of an electronic device according to an embodiment of the present application, such as Figure 5 As shown, an electronic device is provided, which may be a server, and its internal structure diagram may be as shown in Figure 5As shown. The electronic device includes a processor, a network interface, an internal memory and a non-volatile memory connected through an internal bus, wherein the non-volatile memory stores an operating system, a computer program and a database. The processor is used to provide computing and control capabilities, the network interface is used to communicate with an external terminal through a network connection, the internal memory is used to provide an environment for the operation of the operating system and the computer program, the computer program is executed by the processor to implement a method for communication training of autistic children, and the database is used to store data.

[0076] Those skilled in the art will understand that Figure 5 The structure shown in the figure is merely a block diagram of a partial structure related to the scheme of the present application, and does not constitute a limitation on the electronic device to which the scheme of the present application is applied. The specific electronic device may include more or fewer components than shown in the figure, or combine certain components, or have a different arrangement of components.

[0077] Those skilled in the art can understand that all or part of the processes in the above-mentioned embodiment methods can be completed by instructing the relevant hardware through a computer program, and the computer program can be stored in a non-volatile computer-readable storage medium. When the computer program is executed, it can include the processes of the embodiments of the above-mentioned methods. Among them, any reference to memory, storage, database or other media used in the embodiments provided in this application can include non-volatile and / or volatile memory. Non-volatile memory may include read-only memory (ROM), programmable ROM (PROM), electrically programmable ROM (EPROM), electrically erasable programmable ROM (EEPROM) or flash memory. Volatile memory may include random access memory (RAM) or external cache memory. As an illustration and not limitation, RAM is available in many forms, such as static RAM (SRAM), dynamic RAM (DRAM), synchronous DRAM (SDRAM), double data rate SDRAM (DDRSDRAM), enhanced SDRAM (ESDRAM), synchronous link (Synchlink) DRAM (SLDRAM), memory bus (Rambus) direct RAM (RDRAM), direct memory bus dynamic RAM (DRDRAM), and memory bus dynamic RAM (RDRAM).

[0078] Those skilled in the art should understand that the technical features of the above-described embodiments may be arbitrarily combined. To make the description concise, not all possible combinations of the technical features in the above-described embodiments are described. However, as long as there is no contradiction in the combination of these technical features, they should be considered to be within the scope of this specification.

[0079] The above-mentioned embodiments only express several implementation methods of the present application, and the descriptions thereof are relatively specific and detailed, but they cannot be understood as limiting the scope of the invention patent. It should be pointed out that, for a person of ordinary skill in the art, several variations and improvements can be made without departing from the concept of the present application, and these all belong to the protection scope of the present application. Therefore, the protection scope of the patent of the present application shall be subject to the attached claims.

Claims

1. A method for communication training of autistic children, characterized in that: The method comprises: Construct multiple training stages, wherein the multiple training stages are in a sequential progressive relationship, and only when the training of the previous stage reaches the standard can the next stage be entered, and each training stage in the multiple training stages includes a picture communication sub-stage and a verbal communication sub-stage, and constructing multiple training stages includes: Stage 1: Set a picture and wait for the child to select the picture and name the object corresponding to the picture within a preset time. The second stage: set multiple pictures, wait for the child to select a picture from the pictures within a preset time and say the object corresponding to the picture, wherein the number of pictures gradually increases as the training effect of the child improves. The third stage: Set a picture and a preset sentence pattern on the screen, wait for the child to select a picture and move to the preset sentence pattern within a preset time, and say the object corresponding to the picture at the same time. The fourth stage: setting pictures and setting receptive questions in visual and auditory form on the screen, waiting for the child to select the picture within a preset time and move it to the blank box of the question, forming a complete sentence, and speaking the complete sentence in words, wherein the number of pictures gradually increases as the training effect of the child improves, The fifth stage: setting pictures and setting evaluative questions in visual and auditory forms on the screen, waiting for the child to select a picture within a preset time and move it to the blank box of the question, forming a complete sentence, and speaking the complete sentence in words, wherein the number of pictures gradually increases as the training effect of the child improves; The children are given picture communication training and verbal communication training through the multiple training stages, wherein each stage is composed of multiple single trainings as a group of training, and the training is repeated according to the training situation.

2. The method according to claim 1, characterized in that The picture communication training and verbal communication training for children through the multiple training stages includes: Each of the multiple training stages includes a picture communication sub-stage and a verbal communication sub-stage, and the picture communication training and the verbal communication training are performed on the children through the picture communication sub-stage and the verbal communication sub-stage.

3. The method according to claim 2, characterized in that Carrying out the picture communication training on children through the picture communication sub-stage includes: Set a picture and wait for the child to select a picture within a preset time. After obtaining the picture, the system will feedback the name of the object through voice and give the child a corresponding object reward to complete the picture communication training.

4. The method according to claim 3, characterized in that After completing the picture communication training, the method includes: After acquiring the picture, wait for the child to input voice within a preset time. If the child can input voice within the preset time, the system will feedback the name of the item through voice and give the corresponding item as a reward. If the child cannot input voice within the preset time, the system will give voice prompts in stages according to the voice input situation to train the child's verbal communication; The voice prompts can be gradually removed according to the training situation until the child can spontaneously speak the corresponding language, thus completing the speech communication training.

5. A system for communication training of autistic children, characterized in that: The system comprises: A construction module is used to construct multiple training stages, wherein the multiple training stages are in a sequential progressive relationship, and only when the training of the previous stage meets the standard can the next stage be entered. Each of the multiple training stages of the training module includes a picture communication sub-stage and a verbal communication sub-stage. The construction module includes: Stage 1: Set a picture and wait for the child to select the picture and name the object corresponding to the picture within a preset time. The second stage: set multiple pictures, wait for the child to select a picture from the pictures within a preset time and say the object corresponding to the picture, wherein the number of pictures gradually increases as the training effect of the child improves. The third stage: Set a picture and a preset sentence pattern on the screen, wait for the child to select a picture and move to the preset sentence pattern within a preset time, and say the object corresponding to the picture at the same time. The fourth stage: setting pictures and setting receptive questions in visual and auditory form on the screen, waiting for the child to select the picture within a preset time and move it to the blank box of the question, forming a complete sentence, and speaking the complete sentence in words, wherein the number of pictures gradually increases as the training effect of the child improves, The fifth stage: setting pictures and setting evaluative questions in visual and auditory forms on the screen, waiting for the child to select a picture within a preset time and move it to the blank box of the question, forming a complete sentence, and speaking the complete sentence in words, wherein the number of pictures gradually increases as the training effect of the child improves; The training module is used to carry out picture communication training and verbal communication training for children through the multiple training stages, wherein each stage is composed of multiple single trainings as a group of training, and repeated training is carried out according to the training situation.

6. The system according to claim 5, characterized in that Each of the multiple training stages of the training module includes a picture communication sub-stage and a verbal communication sub-stage, and the picture communication training and the verbal communication training are performed on children through the picture communication sub-stage and the verbal communication sub-stage.

7. An electronic device comprising a memory and a processor, characterized in that: The memory stores a computer program, and the processor is configured to run the computer program to execute the method for communication training for children with autism according to any one of claims 1 to 4.

8. A storage medium, characterized in that: The storage medium stores a computer program, wherein the computer program is configured to execute the method for communication training for autistic children according to any one of claims 1 to 4 when running.

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