同儕應用核心反應訓練對增進國小自閉症兒童社會互動之研究

The Effects of Peer-Implemented Pivotal Response Training for Children with Autism on Social Interaction

馮士軒(Shih-Hsuan Feng) ； 鳳華(Hua Feng)

《特殊教育學報》 22期 (2005/12) Pp. 67-105

https://doi.org/10.6768/JSE.200512.0067

摘要

本研究旨在探討同儕應用核心反應訓練對增進國小自閉症兒童社會互動的成效，研究設計採跨同儕訓練者之多探試實驗設計，以一名六年級自閉症兒童為研究對象，同儕則為四名國小六年級學生。自變項為同儕應用核心反應訓練方案教學，依變項為受試在維持互動與主動這二個目標行為的變化情形以及教師、同儕及家長的訪談結果。資料分析則以目視分析和時間序列C統計進行，並佐以訪談資料做為社會效度分析。研究結果顯示：
一、同儕應用核心反應訓練能提高自閉症兒童維持互動行為發生的百分率，具有保留效果。
二、同儕應用核心反應訓練能增進自閉症兒童主動行為次數，具有保留效果。
三、同儕應用核心反應訓練對自閉症兒童主動行為與維持互動行為有類化至不同對象的效果
四、家長、教師與同儕肯定同儕應用核心反應訓練對增進自閉症兒童社會互動之效果。

關鍵字

自閉症兒童 ； 同儕 ； 社會互動 ； 核心反應訓練

並列摘要

This study investigated the efficacy of Peer-implemented Pivotal Response Training on children with autism. Four typical peers from 6th grade and one autism child participated in the study.
A single-subject experimental design of multiple probe design across peer-trainers was used to evaluate the results. Data collected during the study were analyzed by using visual inspection techniques, time-series C statistic. A Teacher Evaluation Questionnaire, a Parent Evaluation Questionnaire and a Peer Evaluation Questionnaire were used at the end of the experiment to evaluate their opinions regarding acceptability of various aspects of the Peer-implemented Pivotal Response Training on promoting social interaction.
The results of this study indicate the following:
(1) The frequencies of maintain interactions were improved by using Peer-implemented Pivotal Response Training within intervention sessions and during the maintenance period.
(2) The frequencies of initiation actions were improved by using Peer-implemented Pivotal Response Training within intervention sessions and during the maintenance period.
(3) The maintain interactions and initiation actions were extended to a non-training peer by using Peer-implemented Pivotal Response Training.
(4) The results of Teacher Evaluation Questionnaire, Parent Evaluation Questionnaire and Peer Evaluation Questionnaires are all showed that the teacher, mother and peers were encouraged by the child's progress on social interaction.

並列關鍵字

Autism ； peer ； social interaction ； Pivotal Response Training PRT

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