團體音樂活動應用於自閉症與注意力缺陷過動症幼兒人際互動之改善成效

本研究旨在探討團體音樂活動介入，對於自閉症幼兒與注意力缺陷過動症幼兒人際互動行為之成效。研究以立意取樣方式選取屏東縣某早療中心，且以自閉症幼兒，以及注意力缺陷過動症幼兒共兩位為對象。研究採單一受試法之A-B-A’撤回設計，並進行每週一次，每次約30分鐘，共12次為期三個月的團體音樂活動，再於活動介入結束後進行追蹤觀察。以人際互動行為事件取樣紀錄表、同儕遊戲互動評定量表、教師與家長訪談大綱等工具蒐集研究資料。研究分析採目視分析法及時間序列C統計驗證受試者之改變情形，並以觀察資料及訪談紀錄，加以輔助，呈現更完整的研究結果。　　研究結果如下：(1)團體音樂活動介入期間，兩位受試者人際互動行為有獲得部份改善；(2)團體音樂活動撤除後，自閉症幼兒人際互動成效雖未獲得明顯改善，但有保留的效果，而注意力缺陷過動症幼兒其人際互動行為獲得改善且具保留效果；(3)團體音樂活動的介入獲得帶班教師及家長肯定，且認為除了有助於增進人際互動行為之外，也可以穩定情緒、肢體的協調；(4)影響團體音樂活動介入人際互動行為之改善因素，除了受試者本身情緒影響外，另外包括當天活動內容、帶班教師、環境的變化等干擾因素。最後，依據研究結果提出建議，希望可做為未來相關研究人員、特殊教育領域教師之參考。

關鍵字

團體音樂活動；自閉症；注意力缺陷過動症；人際互動行為

並列摘要

The objective of this study was to examine the effectiveness of applying group music activities as an intervention on increasing interpersonal interaction behavior among Autism and Attention-Deficit Hyperactivity Disorder (ADHD) children. Purposive sampling was conducted to select an early intervention center in Pingtung County, Taiwan. A withdrawal (A-B-A’ ) single-subject design was employed in this study. The group music activity intervention was performed on a weekly basis, with each activity lasting for approximately 30 minutes, and a total of 12 activitues were organized in a 3-month period. After the activities were completed, the participants were followed and observed. The tools used to collect data were a form to record interpersonal interaction behavior events, a scale to rate peer interactions during games and outlines for teacher and parent interviews. Visual analysis and a time series analysis based on the C-statistics were employed to verify changes in the participants. Observational data and interview records were used to enhance the completeness of the findings. The results of the research are as follows： (1) During the period of the group music activity intervention, the performance in interpersonal interaction behavior in two subjects partially improved. (2) After the withdrawal of the group music activities, the effects of the intervention on interpersonal interaction behavior did not improve significantly in the autism participant but it was maintained. However, it improved significantly in the AHDH participant and was maintained . (3) Both teachers and parents agreed for grouped music activity intervention, and believed that the intervention increased interpersonal interaction behavior and facilitated emotional stability and physical coordination. (4) The finding did not significantly increase interpersonal interaction behavior that might have the various factors, including the participants’ emotions, other activities on the days of the interventions and the teachers and the environmental changes. Finally, the researcher hoped that the results of this study can help special education teacher to special education children’s learning and development.