- 期刊
提升自閉症幼兒於融合情境社會行為能力之行動研究
Action Research on Promoting Social Behavioral Skills for a Child with Autism in an Inclusive Setting
摘要
本研究目的為藉由社會性故事與課程調整策略提升自閉症幼兒社會行為能力之歷程，並了解介入的成效。行動歷程分三階段進行，第一階段入班觀察並與班級老師討論幼兒情緒與人際互動之需求，發展個別化教育計畫與編製故事；第二階段以自編故事作為媒介，在玩具分享時間入班建構幼兒情緒與人際互動技巧，同時運用課程調整策略支持持續參與活動；第三階段將幼兒們互動情形與訪談班級導師之相關資料彙整分析。研究發現運用自編社會性故事與課程調整建構技巧後，自閉症幼兒在玩具分享結束時，較能接受中斷並以緩和情緒轉換活動；習得開口徵詢、等待他人回應、觀察環境線索並理解他人社會互動技巧；班級幼兒更了解自閉症幼兒的學習困擾，較能同理並明白如何提供支持，提升班級遊戲氛圍與接納共同遊戲的意願。整體而言，運用社會性故事與課程調整介入後能使自閉症幼兒較易了解環境與他人展現的線索，調整自我思維與行為，展現利社會行為。
並列摘要
The purpose of this study is to enhance the social behavior abilities of a child with autism through the use of social stories and curriculum modification strategies and to evaluate the effectiveness of such intervention. The action process has been taken in three phases. The first phase was to observe the targeted child and discuss with the teachers about the child's emotions and interpersonal interaction. In the second phase, self-made stories were used to develop the child's skills at toy-sharing time and to guide peers to interact with the targeted child. At the same time, the curriculum modification strategy is used to support continuous participation in activities. In the third phase, the data from the child's interaction and teacher interview have been collected for further analysis. The results found that the child can accept interruption at the end of toy-sharing time and ease the emotional transitions through the self-made stories. In addition, other skills have been acquired, including openly asking, waiting for others' responses, observing environment cues, and understanding others' interaction skills. Other peers can empathize with the child with autism's learning difficulties, and understand how to provide support for improving the class atmosphere of play and peer willingness of acceptance. Overall, the intervention of social stories can help the child with autism understand the environment and clues displayed by others. This intervention also can help the child with autism adjust self-thinking and behaviors, and demonstrate prosocial behaviors.