電腦化教學系統對增進高功能自閉症兒童解讀錯誤信念之研究

A Study of Computerized Instruction System to Enhance the Ability of High-Functioning Autistic Children to Interpret False Belief.

鄭津妃(Chin-Fei Cheng)

指導教授 ： 王華沛

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2003年)

摘要

本研究旨在發展一套電腦化教學系統，探討運用此系統教學對增進高功能自閉症兒童解讀他人錯誤信念的效果，以及類化的情形。
本研究採單一受試實驗研究法之跨受試多探試設計，以三名就讀於國小普通班的高功能自閉症兒童為對象，實施每週三次，每次約10-15分鐘的電腦化教學。教學內容分為初級與次級錯誤信念二單元，每次隨機教導1題，教學完成後立即評量5題。教學介入結束後，由真人演出實施類化評量以了解類化效果。本研究主要發現歸納如下：
一、使用電腦動畫網頁工具Flash MX發展一套具有動態故事情節、文字和語音描述、提示系統與增強回饋機制的電腦化教學系統，提示系統中的小步驟教導和動態的關鍵影格再看，是本套系統的核心部分。
二、三名個案對於初級與次級錯誤信念單元之介入期的學習情形，皆明顯高於基線期且成穩定狀態。
三、三名個案對於初級與次級錯誤信念單元，在介入期結束後一週的類化期表現不僅明顯高於基線期，也幾乎與介入期有同等良好的表現。

關鍵字

心智理論 ； 錯誤信念 ； 電腦化教學 ； 高功能自閉症兒童

並列摘要

The purpose of this study was to develop a set of computerized instruction system, and investigate the effect of this system to enhance the ability of high-functioning autistic children to interpret false belief and generalization.
The study adopted multiple probe design across subjects of single subject experimental design. The objects were three high-functioning children with autism in normal class of elementary school. They were implemented computerized instruction about 10-15 minutes each time, three times a week. The content of instruction was categorized into first-order false belief and second-order false belief. One teaching topic was chosen randomly each time and the evaluation was taken immediately while the teaching was finished. After intervention, the evaluation of generalization was performed by human beings to understand the effect of generalization.
The main findings of this study are as follows:
1.The computerized instruction system was developed with Flash MX, the computer dynamic webpage tool, has the dynamic story plots, words, voices, prompting system , reinforce and feedback mechanism. The core of this prompting system is the step teaching and the review of the key frame.
2. The learning results of three subjects for intervention stage are obviously better and more stable than those for baseline stage in first-order false belief and second-order false belief.
3. In the generalization stage, the week after intervention stage, the performances of three subjects for first-order false belief and second-order false belief are not only much higher than those in baseline stage, but also almost good as those in intervention stage.

並列關鍵字

theory of mind ； false belief ； computerized instruction system ； high-functioning children with autism

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