比較自閉症幼兒及非自閉症幼兒在 CSBS-DP 測驗發展趨勢表現之差異性

本研究主要在利用Wetherby & Prizant ( 2002)所編製的溝通象徵行為量表(Communication & Symbolic Behavior Scale Developmental Profile, 以下簡稱CSBS-DP) 來比較自閉症幼兒與非自閉症幼兒在測驗表現之差異，並探討其語言及象徵性行為能力的發展趨勢。本研究立意取樣了六名幼兒作為研究對象，以日後確定醫診為自閉症兒童的個案3位，以及日後確定醫診為非自閉症兒童的個案3位，兩組作為對照組，其中其年齡約為18個月到29個月大其中三位為確診自閉症幼兒，三位為確診非自閉症幼兒。研究使用時間序列分析 (Time Series Analysis)，並透過事後回溯的方式，觀察影片記錄並計分，每位個案皆在每6個月後測驗一次，共有三個時間點進行觀察，深入分析其發展模式和特點。研究結果顯示，兩組的個案在眼神交流、溝通、手勢等方面即便進步的速率不一致，均隨時間展現進步趨勢。然而，在語言能力和理解能力方面則呈現顯著差異，自閉症幼兒組的個案理解能力方面明顯落後，而非自閉症組幼兒多數個案在語言發展上的發展較自閉症幼兒佳。而最顯著的差異在於象徵性能力的發展趨勢，自閉症幼兒組在這方面的進展較緩慢且缺乏玩法的多樣性。研究最後建議未來教育方針應更重視自閉症幼兒的象徵性遊戲介入，以補充其不足，提升遊戲的多樣性和連貫性，幫助幼兒達成最佳發展。

關鍵字

溝通及象徵行為發展量表；自閉症幼兒；象徵性遊戲；語言能力

並列摘要

This study primarily utilizes the Communication & Symbolic Behavior Scale Developmental Profile (CSBS-DP) developed by Wetherby & Prizant (2002) to compare the differences in test performance between children with autism and children without autism, and to explore the developmental trends in their language and symbolic behaviors. This study purposively sampled six children as research subjects, including three cases diagnosed with autism and three cases diagnosed as non-autistic but with developmental delays, aged 18 to 29 months. The study employed a time series analysis method and used retrospective observation of recorded videos for scoring. Each subject was tested every six months, resulting in three observation points, providing an in-depth analysis of developmental patterns and characteristics. The results indicated that both groups showed a progressive trend over time in eye contact, communication, and gesture, reflecting improvements in related abilities. However, there were significant differences in language expression and comprehension abilities. The comprehension abilities of the children in the autism group lagged considerably behind those of the non-autistic group, with the latter exhibiting better language development overall. The most notable difference was in the development of symbolic abilities, where the autism group showed slower progress and a lack of diversity. The study suggests that future educational policies should place greater emphasis on the involvement of symbolic play for children with suspected autism. Such interventions could address their deficiencies, improve the diversity and coherence of their play, and ultimately help these children achieve optimal development.