應用行為分析介入方案對學齡前高功能自閉症兒童教學成效之個案報告

The effects of applied behavior analysis intervention for a preschooler with autism

鳳華(Hua Feng) ； 周婉琪(Wan-Chi Chou) ； 孫文菊(Wen-Chu Sun)

《惠明特殊教育學刊》 2期 (2015/09) Pp. 1-31

https://doi.org/10.6297/JHMSE.2015.2(1).1

摘要

本研究主要目的為呈現一名高功能自閉症兒童接受應用行為分析教學法後在各發展領域之學習成效。研究方法採用個案報告方式，詳細描述一名四歲十個月有口語之自閉症接受18個月（每周接受4-6小時的教學介入）的學習成效。研究方法結合測驗之前後測資料、單一受試多試探跨行為和ABA實驗設計，以及質化描述之資料。教學程序採用四期後效模式，著重教學前之動機操作及辨識教學理念，教學程序依不同課程難度，採用單一嘗試教學程序或語言行為混合教學程序，並著重安排類化課程。結果顯示該生接受教學介入後，在五大領域都有明顯進展，結果分析包含評估表的前後測進步比較、單項課程之進步曲線變化，以及家長的社會效度資料。本研究報告除了將應用行為分析教學的技術做一清楚的陳述外，並以實證研究方法證實此方法對不同領域課程的有效性，對國內提供一實證研究資料，對未來自閉症之教學亦進行深度討論並提供相關建議。

關鍵字

應用行為分析教學 ； 自閉症兒童 ； 單一受試實驗 ； 個案報告

並列摘要

The purpose of this study is to demonstrate the effects of ABA-based teaching method on a child with autism. This research used case-study method to report the progress of a child with autism after 18 months training (4-6 hours per week). The subject in this study was 58 months old, a male with diagnosed as autism. The research method combine preand post-assessment, multiple probe across behaviors and ABA' single-subject research design, and qualitative description of teacher and parent. Teaching procedure was based on 4-term contingency, combining established operation, discrete trail teaching, and mix verbal behavior approach and generalization. The results showed positive progress across five domain areas, and the figure for discrete curriculum also displayed favor gain in all areas. Qualitative data also showed positive feedback to support the child's improvement. Discussion and suggestions also provided at the end of the paper.

並列關鍵字

Applied behavior analysis ； child with autism ； single-subject research ； case report