同儕中介策略對自閉症大學生社會技巧之成效研究

本研究旨在探討同儕中介策略對自閉症大學生社會技巧之成效。研究參與者為3名自閉症大學生，針對每位研究參與者安排3至4名同班之同儕協助進行本研究。研究方法採單一受試延宕多基線實驗設計，自變項為同儕中介策略，依變項為自閉症大學生社會技巧。資料蒐集共分基線期、介入期及類化期三階段，所獲資料採目視分析法進行分析。本研究結果包含：一、同儕中介策略對自閉症大學生之社會技巧中「眼神接觸」、「適當表達意見」、「同儕合作」等目標行為具有立即成效，且具有長期類化之成效。二、同儕中介策略之運用可增加互動情境，並視需求調整介入時間、過程及評量方式，以符合個案之現況，並可考慮應用於其他障礙學生之研究。本研究根據文獻探討並針對研究結果，建議大專資源教室強化入班輔導及加強培訓同儕，並規劃提供自閉症學生相關培訓課程，以提升學生學習與生活適應成效。

關鍵字

同儕中介策略；社會技巧；自閉症大學生

並列摘要

The purpose of this study was to examine the effectiveness of peer-mediated instruction and interventions for undergraduate students with autism. Three undergraduate students with mild autism, each with three to four peers from the same class, were enrolled in the study. The study was designed as a single-subject delayed multi-baseline experiment with peer-mediated strategies as the independent variable and social skills as the dependent variable. The data was collected in baseline, intervention, and generalization phases. The results were analyzed using visual analysis to explore the effectiveness of peer-mediated strategies on the social skills of college students with autism. The results of this study are as follows: 1. Peer-mediated instruction and interventions showed immediate effects on the target behaviors of "eye contact ", "appropriate expression", and "peer cooperation" in the social skills of undergraduate students with autism. The results showed long-term effectiveness in the social skills of undergraduate students with autism. 2. The utilization of peer-mediated strategies increased interactive scenarios and allowed for the adjustment of intervention timing, processes, and assessment methods based on individual needs. This flexibility ensured alignment with the current circumstances of each case and suggested potential applicability to research involving students with other disabilities. Based on the literature discussion and the research results, this study recommends that college resource rooms strengthen entry guidance and peer training, and provide relevant training courses for autistic students to improve students' learning and life adaptation effects.