- 期刊
什麼是進步？一個關於輕症自閉症青少年社會互動的現象學研究
What is Called Progress? A Phenomenological Study on Social Interaction of Adolescents with Mild Autism Spectrum Disorder
摘要
本研究是從「進步」的構念反思出發，以輕症自閉症青少年的社會互動現象為目標，擱置以往聚焦於個體缺陷或追求「進步」的介入觀點，重新概念化並揭示輕症自閉症者的互動行為。本研究邀請三位育有輕症自閉症青少年的母親描述孩子從小到大的社會互動狀況，並以現象學方法分析訪談逐字稿，從而獲得對輕症自閉症青少年社會互動表現的普遍結構描述。研究結果指出，輕症自閉症青少年社會互動之普遍結構包括五項主題，分別為：依循著道理或軌道化的行為表現樣態、在溝通行動中沒有出現可以修飾行為的反饋作用、特定興趣領域的形成有助於溝通現象的出現、溝通時的語用影響取決於他人的知覺立場與反應以及不激起道理對立的順應他人行為。這五項主題不應分別來看，而是共同構成一個關於輕症自閉症者「社會互動現象」之整體，並得以回答所謂的「社會互動上的進步」。除了回答研究問題外，本研究可以貢獻於輕症自閉症者社會互動研究的構念反思，以及有助於實務工作者設計輕症自閉症青少年的教育訓練計劃。最後，本研究結果對大眾提出這樣的倡議：與輕症自閉症者互動是相互了解與相互改善的過程，如果與輕症自閉症者互動之一般人可以投入此一過程，而非僅僅只是將互動問題歸究於輕症自閉症者本身的困難，則將更有利於後者的社會適應。
並列摘要
This study aimed at understanding the phenomena of progresses in social interaction among adolescents with mild autism spectrum disorder (ASD). Most researches on adolescents with mild ASD adopted the idea of progress that indicated a view of deficiency and took competence as the focus of intervention. While some of them claimed to have positive results in helping the mild ASD subjects gain progress (i.e., being more capable in social interaction), there are no promising changes appearing in long term observation and most of the adolescents with mild ASD have limited capacity in social interaction throughout their lives. To understand this contradiction concerning the phenomena of progress, this study carefully reviewed the definitions of progress employed in these literatures and found that, the progress conceptualized in most of existing studies can be described as a ＂competence-focused＂ one which is obtained from measuring the subjects' capacity in comparison with their own level of social interaction performance before the research manipulation, or in comparison with the normal children participating in the research. Thus, the obtained progress exists only within a narrow condition and could not be replicated outside the research settings. Putting aside the view of deficiency, this study adopted the paradigm of discovery and intended to grasp the phenomena of social interaction of the adolescents with mild ASD as a whole in order to clarify the possible dimensions of its progress. Three mothers of adolescents with mild ASD were interviewed for their long-term observation of their children's social interaction. Using a phenomenological method, interview transcriptions were analyzed and resulted in a description of the general structure of social interaction of adolescents with mild ASD. The general structure revealed from the analysis is composed with five themes. (1) Embodied rule-sticking behaviors, which indicates the rules the subjects with mild ASD stick with have the character of being ontological and never fall into the level of negotiation. (2) Lacking of feedback loops in communicative interaction, which shows that the subjects with mild ASD are not able to comprehend the communicative cues other than overt language and thus no modification would occur even as they offend others. (3) Conversation on specific interests and habits raising the quality of interaction, which highlights the phenomena that the subjects and their conversation partners will ignore the communicative hindrance and advance their interaction while focus on the topic of interest. (4) Other-depending pragmatic impact in communication, which indicate that the pragmatic impact along with the ASD style of communication can be enlarged or eliminated by the conversation partners as they adopt different attitudes. And (5) complying behavior when no conflict with others, which denotes that as the interaction partners deliberately avoid conflict with the subjects with mild ASD, the latter could comply the others' request. According to these findings, even though the characters of ASD style of communication are still salient and prevailing, ＂progresses＂ in interaction can also be obtained due to the topics of interest, the others' attitude toward the pragmatic impact from the talk of the subjects and deliberate avoidance to conflict by the others. It is clear that the progress can be observed not due to the improvement of competence but the others' responses. This understanding solves the contradiction concerning the phenomena of progress appearing in the existing literatures. In addition to answering the research questions, our findings also provide a conceptual reflection to the studies on adolescents with mild ASD and a guidance for practitioners to design proper plans for training the adolescents. Last but not least, stemming from this research is also an advocacy to the public: The interaction with people with mild ASD is a process for mutual understanding rather than proving their being deficient.
參考文獻
被引用紀錄
延伸閱讀
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