親子繪本共讀對提升自閉症幼童語用行為之個案研究

Improving of Pragmatic Behavior for a Young Child with ASD Through Parent-Child Picture Book reading: a case study

沈子蘋(Shen Tuz Ping) ； 林初穗(Chu Sui Lin)

《溝通障礙教育》 7卷 (2020/07) Pp. 141-163

https://doi.org/10.6933/TJLCD.202007_7.0006

摘要

本研究以一名3歲的男性自閉症幼童為研究個案，針對其語用行為是否可透過接受親子繪本共讀而有所提升進行探討。本研究自變項為親子繪本共讀，依變項為自閉症幼童在共讀介入中的行為調控、社交互動、共享式注意力等語用行為表現。本研究使用繪本「親愛的動物園」、「小金魚逃走了」及「你看到我的貓嗎？」進行三次親子共讀介入，針對共讀中的語用行為表現進行直接觀察採樣。結果發現親子繪本共讀有提升自閉症幼童的「行為調控」、「社交互動」及「共享式注意力」等語用行為的趨勢，最後本研究也提出後續教學及研究相關建議，以供參考。

關鍵字

自閉症 ； 親子繪本共讀 ； 語用行為

並列摘要

This study is to investigate whether pragmatic behavior of a child with ASD can be improved through the joint reading of parent-child picture books. The research subject is a 3-year-old with ASD. The independent variable is the parent-child picture book reading, and the dependent variable is the pragmatic behavior of a child with ASD during reading, such as behavior regulation and control, social interaction and joint attention. Three parent-child joint readings were conducted by reading three picture books -- ＂Dear Zoo.＂, ＂Little Goldfish Escaped.＂ and ＂Did you see my cat.＂ and of parent-child picture books can improve pragmatic behaviors of ＂behavior regulation and control＂, ＂social interaction＂ and ＂ joint attention＂ for a child with ASD.

並列關鍵字

Autism ； Parent-child picture book ； Pragmatic ability

參考文獻

沈子蘋（2020）。比較不同繪本呈現方式的回應式教學對提升自閉症幼童語用行為成效之影響（未出版之碩士論文）。桃園：中原大學特殊教育學系研究所。

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