本研究旨在探討運用情境教學技術於道戲團體所建構之人際互動情境,對國小自閉症學童人際互動、溝通、社會化能力,以及在學校類化習得能力之影響。研究設計為前後測準實驗研究設計,實驗介入於台灣北部一家精神專科醫院進行,研究對象共為49位自閉症學童,其中25位為實驗組,24位為對照組。實驗組參與進行每週一次,一次75分鐘,為期12週的道戲團體。資料收集工具為「文蘭適應行為量表」及「社會適應行為檢核表」,資料分析採共變數分析,以前測做為共變因子,進行共變數分析,以了解實驗介入之成效。研究結果支持「運用情境教學技術於道戲團體之互動情境」對國小自閉症學童溝通、社會適應能力,以及在學校類化習得能力具有顯著影響。
This study examined the efficacy of the use of milieu teaching in a play group to improve social adaptation among children with ASD. Forty-nine elementary students with ASD participated in the study. Twenty-five students comprised the intervention group and 24 the control group. The study was conducted in a hospital in northern Taiwan. The intervention sessions were given once a week for 12 weeks and each session lasted 75 minutes. The study adopted pre-post design. The Vineland Adaptive Behavior Scale and Social Adaptation Behavior Scale were used to evaluate the results. Our results support the efficacy of using milieu teaching in a play group to increase social adaptation for children with ASD.
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