- 學位論文
驗證影片示範教學三級介入由上至下模式：以一位自閉症幼兒參與體能遊戲之成效為例
Verifying Top-Down Three–Tier Video Modeling Intervention Model：An Application on Teaching a Physical Game to a Child with Autism
摘要
個別化示範影片是目前教導自閉症學生實證教學(evidence-based practices)中相關文獻研究量最多。個別化示範影片中的自我示範不僅可提供學習者前饋作用亦能作為群體的楷模，對其社會互動與學習動機自我激勵有其助益。影片示範三級介入模式(Three-Tier Video Modeling Intervention Model[3TVM])是針對不同介入方法而發展，而影片示範三級介入由上至下模式為現行體制做法提供個別化影片連續性的介入，除了影片重覆利用價值可降低教育成本亦有融合之功能。 本研究採用單一受試變更情境設計，運用影片示範教學三級介入由上至下模式，探討第三級個別介入、次級小組群體以及初級全班自學時這位自閉症幼兒及全班所有人在不同情境介入時學習踩高蹺及其類化之成效。研究者將踩高蹺工作分析11個步驟，依變項測量為踩高蹺步驟數；一旦全部步驟數均獨立完成才變更至下一個三級介入的情境。結果之資料分析係以視覺分析在各層級階段內、階段間的量化資料，輔以融合成效質性觀察、多元資料收集，統整分析研究成效。 研究結果有三點: 一、針對新北市某國小附設幼兒園一位四歲自閉症幼兒，在驗證影片示範三級介入由上至下教學模式下，在第三級參與體能遊戲學會踩高蹺技能，由研究結果可知影片示範三級介入由上至下教學模式與習得踩高蹺技能可能有相關。 二、在驗證影片示範教學三級介入由上至下教學模式，在次級小組團體、初級全班團體情境，經多重例子的影片示範介入後，全班幼兒包括這位自閉症幼兒在融合情境下，均學會體能遊戲踩高蹺技能，並形成三種不同類型的學習特質。 三、為在影片示範教學三級介入由上至下教學模式，自閉症幼兒在第三級、次級、初級與全班同儕踩高蹺體能遊戲，有社會互動、語言溝通、情感交流、接納度的融合成效，親師互動緊密度與家長參與度、研究對象障礙程度也影響融合成效。本研究觀察者一致性信度總平均為94.6%、過程真確性信度總平均為98.3%。 本研究成功驗證影片示範三級介入由上至下模式。第三級多重例子自我影片示範教學後，一位自閉症幼兒學會踩高蹺技能；次級、初級影片示範教學後，自閉症幼兒有明顯類化成效；影片三級介入由上至下模式教學後，自閉症與全班幼兒有融合成效。
並列摘要
Research on the evidence-based practice about autism children as individualized video modeling is in large quantity. The individualized self video modeling not only provides feedforward effect for the learners but also may serve as a model for the groups. In addition, it helps social integration and learning motivation. The Three-Tier Video Modeling Intervention [3TVM] intervened in different methods. The top-down intervention mode is prevalent this time. According to the continuous intervention, it is repeatable. On the other hand, it reduces the educational cost and benefits from integrated education. A single-subject changing conditions design is adopted as main research method. Using 3TVM as a top-down modeling, trying to figure out this autism child about learning stilts in different situations as well as the principle of generalization. For instance, the primary self-learning, the secondary groups learning, and the third level of individual intervention. The researcher analyzed the task into 11 steps which variables were the number of those steps. Once he finished all the steps independently, the third intervention will be put into practice. The result of the study is as follows: quantitative data analysis was based on visual analysis while qualitative data analysis were anecdotal observation. The findings of this research were as bellows. Firstly, the four-year-old autism child in the kindergarten of New Taipei City involved the Top-Down 3TVM with learning stilts may related to the acquisition skills. Secondly, according to the video of Top-Down 3TVM, all class integrated with the autism child have learned the physical skill of stilts both in small groups and the whole class. Besides, this formed three different types of learning characters. Thirdly, through these three different tiers of intervention, we found the child benefits from several aspects. Such as social interaction, language communication, affective interaction and acceptance of involvement. On top of that, parent-teacher interaction, parent involvement and the degree of disability are playing an important role in the progress of the integration. In this study, the interobserver agreement was 94.6 % and the fidelity was 98.3%. The study verified the Top-Down Three-Tier Video Modeling Intervention Model. Utilizing the tertiery tier multiple exemplers and video self-modeling on the child with autism which successfully taught him the stilts skill; secondary and primary tier video self-modeling performed the effect obviously on other children in class as well. Top-Down Three–Tier Video Modeling Intervention Model may affect on the integration of the child with autism and all the class.