牌卡小團體輔導改善國中自閉症學生人際關係之行動研究

本研究旨在探討牌卡小團體輔導改善國中自閉症學生人際關係之成效，本研究採行動研究，以台北市某國中三位自閉症學生為主要參與者，研究者參考專書與相關文獻設計牌卡小團體輔導方案，共實施八次課程，透過小團體觀察紀錄表、中學生評量表前測與後測的變化，並分析研究參與者訪談，整理成小團體輔導行動研究方案。研究結論如下：一、小團體輔導方案是持續調整與修正的教學歷程二、小團體輔導方案有助於改善國中自閉症學生之人際關係（一）人際關係量表之後測分數高於前測，顯示個案之人際關係呈現進步情形。（二）個案肢體與眼神接觸次數變多、展現傾聽與表達次數增加。（三）個案人際問題解決能力進步，能在生活情境中類化所學技巧。三、研究者在實施小團體輔導方案，可增進自我省思與專業成長（一）研究者改善教育現場問題，善用牌卡，提升成員學習興趣，增進小團體輔導方案設計的能力。（二）研究者經由小團體輔導方案實施歷程，能即時檢討修正與反省。最後，根據本研究之研究結果與討論，提出對教學與未來研究之具體建議。

關鍵字

自閉症學生；人際關係；牌卡小團體輔導

並列摘要

The purpose of this study is to explore the efficacy on the interpersonal relationship of junior high school students with Autism through cards in guidance programs. This was action research, which targeted three high functioning students with Autism. The researcher referred to specific books and relevant literature to design for an 8 courses guidance program. According to observing records and interpersonal relationships scale for junior high school students, the researcher analyzed the change in students’ social status in the pretest and posttest. After observing, interviewing, gathering the data and organizing the literature, the researcher planned guidance programs, developed interventions to improve the mode of interaction students with Autism, and then organized into a reflective process. The results revealed three main findings as follow. A. The cards guidance program was a continuous adjustment and revision of the teaching process. B. The cards guidance program helped to improve the interpersonal relationship of Autisms. (1) According to the interpersonal relationship scale, the posttest was higher than the pretest, showed that the interpersonal relationship of students with Autisms was progressing. (2) The number of bodies and eyes contact has increased, and the number of listening and expression have increased. (3) The ability of interpersonal problem solving could be used in everyday life in school. C. The researcher could implement self-reflection and professional growth by implementing the cards guidance program. (1) The researcher not only improved the problem of educational scenes but also increased members' learning interest through cards in guidance programs. Due to the action research, the researcher even enhanced the ability to design guidance programs. (2) The researcher could review the revision and introspection immediately through the implementation process of the cards guidance programs. According to the research results, the research provided some applications for the teaching guidance and the further researches practical recommendations.