桌上遊戲增進國小自閉症學童社會技巧之成效

本研究旨在探討以桌上遊戲作為媒介，融入自閉症學生之社會技巧課程，協助學生提升社會技巧之成效，研究對象為一名桃園市某國小三年級之輕度自閉症學童。研究方法採用單一受試實驗研究法中之跨行為多基線設計，自變項為桌上遊戲教學，依變項為社會技巧，包含輪流等待、正向語言表達、主動與他人互動等三項目標行為的表現情形。研究分為三階段：基線期、介入期及維持期，全程以錄影方式確認觀察者一致性，研究使用視覺分析法進行資料的分析處理，並請受試者的導師及家長填寫社會技巧評估量表及訪談大綱，以分析社會效度。研究結果如下：一、桌上遊戲為教材的社會技巧課程對增進自閉症學童「輪流等待」之能力具有立即與維持成效。二、桌上遊戲為教材的社會技巧課程對增進自閉症學童「正向語言表達」之能力具有立即與維持成效。三、桌上遊戲為教材的社會技巧課程對增進自閉症學童「主動與他人互動」之能力具有立即與維持成效。本研究依據上述之結果提出建議，以期能提供實務教學與未來研究之參考。

關鍵字

桌上遊戲；國小自閉症學童；社會技巧

並列摘要

The purpose of this study was to investigate the effects of tabletop games on the social ability in mild autism spectrum disorder settings for 1 child aged 9. Single-subject methods as well as multiple-baseline design across behaviors were used with video recording to evaluate the effects of board games on such social abilities as taking turn waiting, language communications, and peer interactions at three different phases including baseline, intervention and maintenance. The data collected are analyzed by using visual analysis. Further evidence of efficacy was reviewed by examining social skills rating system and social validity. Results suggested significant improvements in taking turn waiting, language communications, and peer interactions, promptly and consistently. In addition, parents and teachers reported high levels of acceptability and satisfaction of board game intervention. Implications and limitations of the study and future research needs are presented.