遊戲對於提升自閉兒童社會性互動行為的效果

本研究主要探討遊戲對於提升自閉兒童社會性互動行為的效果。實驗研究對象以生理年齡62-77個月的三名自閉症兒童和三名年紀相仿社會性互動正常的小孩為搭配。研究方法採單一受試「單組時間序列分析」A-B-A-A`，屬於前實驗中「單組前後測延宕後測設計」來探討遊戲介入對自閉症兒童社會性互動行為的效果。在實驗前進行三次前測，實驗為期9週，每週三次教學每次40分鐘。實驗後進行三次後測，經一個月的延宕期後再測三次。針對三位受試者在實驗前、後、延宕期施測結果，其社會性互動的輪流等待、與人合作、遊戲規則的遵守做量化分析；實驗期的觀察紀錄，和三次實驗均全程加以錄影及家長回饋問卷和訪談，進行質性分析。研究結果顯示 : 1.遊戲介入對三位受試者社會性互動中的輪流、等待次數有增加。 2.遊戲介入對三位受試者社會性互動中的與人合作分數有增加。 3.遊戲介入對三位受試者社會性互動中的遊戲規則說明和遵守的分數有增加。因此本研究之遊戲介入教學確實可提昇　遊戲情境的自閉兒童社會性互動行為，包括其社會性互動的輪流等待、與人合作、遊戲規則說明與遵守等層面。

關鍵字

遊戲；自閉症兒童；社會性互動

並列摘要

This study aimed to investigate the effect of game on social interaction of children with autism. The present study used a single-subject “one –group the time-series designs” A-B-A-A` that belongs to“one-group pretest-posttest-procrastinate test”. Three children with autism aged from 62 to 77 months and three age-matched children with normal social skills were recruited in this study. The game intervention program was conducted 40 minutes per time, three times per week for nine weeks with three times pretest, and three times posttest followed by three times procrastinate test one month later. The outcome of social interactions skills including waiting for rotation, cooperation and comply with the rules of the game were quantified pretest, posttest and procrastinate. All processes were video recording. Questionnaires evaluation and interviews of the parent and therapists were used for further discussion. Major findings of this study are shown as follows: 1.Game practices promoted social skills of waiting for their turn. 2.Game practices enhanced cooperation skill as well. 3.Game practices can help increase the social skill of following the rules of the game as well. Based on the results of this study, it is expected to provide some recommendations for improving teaching strategies and future research project of play intervention.