摘 要 本研究採用探索性、質性取向的行動研究設計,主要研究對象為一位學齡前自閉症兒童,研究的共同參與者包括了研究者、家長與幼稚園教師。 藉由在遊戲場上的實地觀察和記錄,呈現自閉症兒童在自由遊戲時間的實際表現,以訪談家長及教師來蒐集研究參與者間的看法和經驗,並透過共同研討、擬定行動策略的過程來發展適當的支持策略,增進自閉症兒童的同儕遊戲與社會技能。在撰寫質性研究報告時,研究者採取「敘說探究」的寫作形式,濃密的呈現發生在研究現場的情境脈絡,以及研究參與者不同面向的觀點。 本研究結論如下: 一、該自閉症兒童對同儕遊戲與社會互動,在研究初期表現出缺乏注意力、無法參與,與頻繁的行為問題;在密集介入期間,其遊戲技巧和興趣都獲得提升,行為問題則小幅改善;在持續觀察期間,對於同儕遊戲的注意力和興趣則仍保留,溝通表達能力亦持續增長。 二、針對自閉症兒童在研究歷程中的需求,研究者採用的相關介入策略有:遊戲現場的社會性支持與協助、視覺性的支持策略,和雙向溝通技能的介入。 三、研究參與者在協同行動研究過程中,不斷調整自我的觀點,修正行動與策略,並和兒童在研究歷程一起成長。 最後,根據研究結論,對自閉症兒童家長、特殊教育與融合教育教師、學校及行政相關單位,及未來的研究者提出建議以供參考。
Abstract This research adopted a qualitative inquiry approach, specifically the action research design. The focus of the action was planned toward a preschooler with autism. The research participants included the researcher, the preschooler’s mother and his kindergarten teacher. Research methods included observation of the preschooler, documentation of collaborative planning, and interviews with the mother and teacher. Observational fieldnotes in the playground presented real performance during the preschooler’s free-play recess in the kindergarten. Interviews aimed to understand the perspectives and experience participating in the action research process from participants. Through collaborative discussion, we developed appropriate supporting strategies, to enhance play and social skills of the preschooler with autism. The following conclusions were made in this research: 1.In the beginning of this research, the preschooler with autism lacked attention and engagement to games among peers and social interactions, and displayed behavioral problems frequently. In the intervention stage, play skills and interests of the preschooler with autism improved, and behavioral problems slightly reduced. Continuous observation showed maintenance of attention and interests, and improvement of communication skills. 2.Based on the needs of this preschooler with autism, the intervention strategies researcher adopted during the study were: (1) social supports and prompts in the playground; (2) visual supports; and (3) instruction of two-way communication skills. 3.In the process of collaboration, all participants constantly adjusted our viewpoints, modified action strategies, and had grown together with the preschooler. Based on the conclusions, the implications for parents of children with autism, teachers in the special education or inclusive education, schools and administration, and further research are proposed.