本研究旨在探討以遊戲建構人際互動情境對增進國小自閉症學童社會適應能力、溝通、社會化能力,以及在學校表現習得能力之影響。研究對象共為60位自閉症學童,其中有三十位為實驗組,三十位為對照組。實驗介入於台灣北部一家地區性的醫院進行,實驗組參與進行每週一次,一次75分鐘,為期12周的遊戲團體。實驗設計為前後測準實驗設計,而資料收集工具為「文蘭適應行為量表」及「社會適應行為檢核表」。研究結果支持「運用情境教學技術於遊戲團體之互動情境」對國小自閉症學童溝通、社會適應能力,以及在學校表現習得能力具有顯著影響。
This study examined the efficacy of using milieu teaching in a play group to increa- se social adaptation for children with ASD. There were sixty elementary students with AS- D who participated in the study. thirty students were in the intervention group and thirty were in the control group. The study was conducted in a local hospital in northern Taiwan. The invention sessions were given once a week for twelve weeks and each session lasted seventy-five minutes. The study adopted pre-post design. We used Vineland Adaptive Beh- avior Scale and Social Adaptation Behavior Scale to evaluate the results. Our results supp- ort the efficacy of using constructing a social context through play to increase social adaptation for children with ASD.