功能性溝通訓練提升低功能自閉症幼兒自發性社會溝通之個案研究

A Case Study of Functional Communication Training on Promoting Spontaneous Social Communication for A Young Low-Functioning Child with Autism

朱思穎(Szu-Yin Chu)

《身心障礙研究季刊》 14卷1期 (2016/03) Pp. 55-74

摘要

本研究當在探討「功能性溝通訓練」對增進學齡前自閉症幼兒自發性社會溝通能力之成效。採單一受試跨情境多基準線設計，研究對象為一名五歲低功能自閉症幼兒。研究自變項為功能性溝通訓練，依變項為接受此訓練後自發性社會溝通的表現。先進行功能性評量了解不過切溝通行為的原因後，搭配相關介入策略回應問題行為，並教導新的溝通技巧。本研究每週進行二至三次教學，每次四十分鐘，為期八至十週。資料蒐集包括學校、社區、家庭三個情境，以目視分析法分析後，研究結果顯示不過切的溝通行為降低外，自發性社溝通表現顯著增加外且能在跨情境中持續維持。

關鍵字

功能性溝通訓練 ； 低功能自閉症幼兒 ； 自發性社會對話

並列摘要

The purpose of this study was to investigate the effects of functional communication training (FCT) on spontaneous social conversation for a young child with autism. A multiple baseline design across settings was utilized to examine the effects of FCT for a five-year old low-functioning child with moderate autism. The independent variable is FCT, and the dependent variable is the performance of spontaneous social communication. The functional assessment was first implemented to identify the function of inappropriate communicative behaviors. The specific strategies were conducted to intervene problem behaviors as well as the new communication skills has been introduced to the target participant. The targeted participant received 40 minutes of interventions one to two days per week, and total were 8-10 weeks of intervention. Data were collected from the school, home, and community settings. The results of visual analysis showed the reduction of inappropriate communication behaviors as well as the improvement of spontaneous social communication, and these targeted behaviors maintained across settings in the follow-up phase.

並列關鍵字

Functional communication training ； low-functioning child with autism ； spontaneous social communication

參考文獻

朱思穎、Baker, S.(2011)。探討「非立即性增強」以及「打斷行為反應和重新引導」兩種策略對自閉症幼童的語言固著行為之成效。特殊教育研究學刊。36(1)，109-127。

杜正治(2010)。單一受試研究法。新北市:心理。

李亞澄(2010)。關鍵反映訓練對增進學前自閉症兒童口語溝通能力成效之研究(碩士論文)。國立屏東教育大學。

紀佳佑(2011)。功能性溝通訓練對於重度自閉症兒童不適當行為的影響(碩士論文)。臺北市立教育大學。

林安全(1993)。語言遊戲與幼齡閱讀。臺北市:三之三。