本研究探討桌上遊戲課程介入對增進就讀於普通班之發展遲緩幼兒社會技巧之成效。研究方法採單一受試A-B-C實驗設計,以三位就讀不同學校普通班之4到5歲發展遲緩幼兒為對象,各搭配兩名同儕,進行每週3次、每次30分鐘,共計10週之桌上遊戲課程。研究使用自編之社會技巧觀察記錄表記錄研究對象於實驗課程中表現目標社會技巧的次數,將所得資料以目視分析與C統計方法分析,瞭解在研究對象社會技巧的變化情形,並在實驗課程結束後訪談研究對象的導師與家長,取得導師和家長對研究對象社會技巧變化的看法,作為社會效度之佐證。研究因受COVID-19疫情影響而未能探討維持效果,需進一步探討。研究結果如下: 一、桌上遊戲課程對提升發展遲緩幼兒「處己」的社會技巧:「能接受行為結果」有立即效果。 二、桌上遊戲課程對提升發展遲緩幼兒「處人」的社會技巧:「能聆聽他人說話」有立即效果。 三、桌上遊戲課程對提升發展遲緩幼兒「處人」的社會技巧:「能適當回應他人」有立即效果。 四、桌上遊戲課程對提升發展遲緩幼兒「處環境」的社會技巧:「能參與活動」有立即效果。 五、桌上遊戲課程對提升發展遲緩幼兒「處環境」的社會技巧:「能遵守團體規則」有立即效果。 六、桌上遊戲課程對提升發展遲緩幼兒的社會技巧具有社會效度。 最後依據上述研究結果與研究過程中之發現,對教學與未來研究提出相關建議。
The purpose of this study was to investigate the effects of table game program on social skills for developmental delay children in general classes. Single-subject of A-B-C design was conducted in this study. Three 4~5 years old developmental delay children in different kindergartens’ general classes were taught social skills with table games. Every participant accepted the table game program with two peers for ten weeks, three times a week, thirty minutes a time. In this study, a self-developed form was used to record three participants’ performance of social skills and the data was analyzed by visual analysis and C-statistic to determine the changing of participants’ social skills. After the experiment, teachers and parents of three participants were interviewed to understand their opinions on the changing of participants’ social skills which proving the social validity of this study. Because of the impact from the COVID-19 epidemic, the study couldn’t investigate the retainable effect of social skills which needed further investigating. The results were as follows: 1.Table game program improved the immediate effect on self- related social skills for developmental delay children. 2.Table game program improved the immediate effect on interpersonal related social skills for developmental delay children. 3.Table game program improved the immediate effect on environmental-related social skills for developmental delay children. 4.Table game program for developmental delay children’s social skills had social validity. According to the results, the study provided some application suggestions for teaching social skills and future research.