比較不同繪本呈現方式的回應式教學對自閉症幼童語用行為之影響

本研究以一名3歲的自閉症幼童為研究個案，探討「比較不同繪本呈現方式的回應式教學對自閉症幼童語用行為之影響」。研究方法採單一受試研究法之交替處理實驗設計，自變項為不同繪本呈現方式的回應式教學，依變項為自閉症幼童語用行為。本研究以錄影形式，就研究個案於教學介入中的語用行為表現進行採樣後，採階段內及階段間比較分析，以說明研究結果，最後於繪本教學比較介入後與家長進行訪談。本研究結果顯示如下：一、使用「多媒體」繪本呈現方式進行回應式教學，較能促使自閉症幼童做出「主動性行為調控」及「回應性社交互動」等語用行為。二、使用「拼貼」繪本呈現方式進行回應式教學，較能促使自閉症幼童做出「回應性行為調控」、「主動性社交互動」及「主動性共享式注意力/回應性共享式注意力」等語用行為。三、家長認為以「拼貼」繪本呈現方式的回應式教學，較能促使自閉症幼童做出語用行為，也肯定孩子經介入後語用行為的改變。不過，為考量階段內「水準穩定度」、「趨向穩定度」呈不穩定以及階段間「重疊百分比」過高；故此，本研究就前述研究結果抱持保留態度。最後，本研究提供後續教學及研究參考建議。

關鍵字

繪本；回應式教學；自閉症；語用行為

並列摘要

This study effects of responsive teaching with three picture books presentation methods (e.g., paper, collage, and multimedia) on pragmatic language behaviors (e.g., behavior regulation, social interaction, and joint attention) of a 3-year-old child with autism spectrum disorder (ASD) using a single subject alternating treatment design. The independent variable in this study is responsive teaching with three picture books presentation methods, and the dependent variable is pragmatic behavior of the child with ASD. All intervention sessions were videotaped and these videos were used to analyze the occurrence of pragmatic behavior of the child with ASD across three story books presentation methods. A parent interview was conducted after all intervention sessions were completed. The results of this study are stated below: 1.The ' multimedia' picture books presentation method resulted in higher occurrence of initiating behavioral requests and responding social interaction as compared to the other two methods. 2.The 'collage' picture books presentation method resulted in higher occurrence of initiating social interaction, joint attention and responsive behavioral requests, joint attention as compared to the other two methods. 3.The mother of the child thought the "collage" picture books presentation method produced higher occurrence of pragmatic behavior of her child with ASD, and overall, the three presentation methods resulted in positive changes on her child’s pragmatic behavior. However, in order to consider the instability of the "level stability" and the "trend to stability" in the phases, and the excessively high "overlap percentage" between the phases, this study has reservations about the aforementioned research results. Based on the findings of this study, the researcher made several recommendations for educating students with ASD and future intervention studies.