心智理論教學對增進國小泛自閉症學生同儕互動之成效

The Effects of a Theory-of-Mind Instruction on Peer Interaction for an Elementary Student with Autism Spectrum Disorder

陳品璇(PIN-HSUAN CHEN)

指導教授 ： 劉萌容

國立高雄師範大學/教育學院/特殊教育學系/碩士(2017年)

摘要

本研究旨在探討心智理論教學對國小泛自閉症學生同儕互動之成效，採單一個案研究法之跨行為多探測設計，以一位國小泛自閉症學生為研究參與者，利用小組教學方式進行心智理論教學介入，分析其在正確解讀同儕的情緒、適當回應同儕的情緒及接受同儕的拒絕行為三項行為的立即和維持成效。
本研究分為基線期、介入期與維持期三個階段。研究者蒐集量化與質性資料，利用心智理論作業了解研究參與者心智解讀能力的成效，以圖示法、目視分析及效果量分析進行同儕互動行為的量化資料分析，再針對普通班導師、家長及同儕示範者之訪談結果進行質性內容分析。研究結果顯示如下：
1.心智理論教學對增進國小泛自閉症學生同儕互動具有立即成效。
2.心智理論教學對增進國小泛自閉症學生同儕互動具有維持成效。
普通班導師、家長及同儕示範者對心智理論教學的實施持正向態度。此研究結果具有以下意涵：依據教學層次與原則設計心智理論教學課程，並利用學生的心智解讀事件進行情境演練，結合同儕中介策略，能增進國小泛自閉症學生的互動技巧，協助改善同儕互動的表現。

關鍵字

心智理論 ； 泛自閉症 ； 同儕互動

並列摘要

This study investigated the effects of a theory of mind instruction on peer interaction for an elementary student with autism spectrum disorder (ASD). A single subject research was adopted with the multiple probe design across behaviors.
The researcher put the primary school student with ASD in a small group and provided a theory of mind instruction, and evaluated the immediate and maintained effects of three specific behaviors of the participant: correctly recognizing other’s emotions; responding to other’s emotions appropriately and accepting rejection.
This research involved three stages: baselines, intervention and maintenance. The researcher collected qualitative and quantitative data and assessed the theory of mind competence by using theory of mind tasks. The researcher analyzed quantitative data of behaviors in peer interaction with graphical method, visual inspection and effect size, and analyzed Interviews with the general education teacher, parents and peer models of the participant by using content analysis.
The results of this study showed that the theory of mind instruction for elementary students with autism could improve social performance in peer interaction immediately and maintain the effect for a period of time.
The general education teacher, parents and peer models of the participant showed positive attitude toward the implementation of the theory of mind instruction.
These results indicated that by providing the curriculum designed based on levels and principles of teaching and peer-mediated instruction and acting role-plays that illustreated mental states, the researcher helped the primary school student with ASD improve performance and social skills of peer interaction.

並列關鍵字

theory of mind ； autism spectrum disorder ； peer interaction

參考文獻

壹、中文部分

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