學齡前自閉症兒童相互注意協調能力學習成效初探之研究

The Learning Efficacy of Joint Attention Teaching for Preschool Children with Autism

黃鈺菁(Yu-Ching Huang) ； 鳳華(Hua Feng)

《特殊教育研究學刊》 32卷1期 (2007/03) Pp. 121-141

https://doi.org/10.6172/BSE200703.3201007

摘要

本研究旨在探討相互注意協調能力教學對學齡前自閉症兒童相互注意協調能力之成效。研究對象為兩名學齡前自閉症兒童，研究方法採單一受試跨行為多探試實驗設計，自變項為相互注意協調能力教學，依變項為相互注意協調能力的學習和類化成效，並以家長和教師的回饋建立社會效度。研究結論如下：一、相互注意協調能力教學能增加學齡前自閉症兒童對顯示物品、跟隨指示和跟隨注視的正確反應率；二、相互注意協調能力教學能增加學齡前自閉症兒童協調注視移動和原始宣告指示的正確表現率；三、相互注意協調能力教學能維持學齡前自閉症兒童相互注意協調能力的學習成效；四、相互注意協調能力教學能讓學齡前自閉症兒童相互注意協調能力的學習成效類化到其他對象（老師、家長）和環境中；五、家長和教師肯定相互注意協調能力教學對學齡前自閉症兒童相互注意協調能力的學習成效。

關鍵字

相互注意協調能力 ； 相互注意協調能力教學 ； 學齡前自閉症兒童 ； 單一受試實驗設計

並列摘要

This study investigated the efficacy of joint attention teaching for children with autism. Two preschool children with autism participated in the study. A multiple-probe design across behaviors tested by single-subject experimental designs was implemented. The independent variable was joint attention teaching. The dependent variables were the percentages of learning and generalized outcomes. Feedback from mothers and teachers was analyzed for social validity. The results of the study were as follows: Joint attention teaching (1) increases the percentage of responses to showing, pointing, and gazing; (2) increases the percentage of coordinated gaze shifting and protodeclarative pointing; (3) maintains the outcomes; (4) generalizes the outcomes to other people (mothers and teachers) and places; and (5) makes positive changes, as noted by parents and teachers of preschool children with autism.

並列關鍵字

joint attention teaching ； intervention ； preschool children with autism ； single-subject design ； multiple-probe design

參考文獻

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