本研究旨在探討自然環境教學對中度自閉症學生自發性語言及主要溝通類型的影響。研究方法採用單一受試實驗設計中跨情境多探試設計,自變項為自然環境教學,包含提示--示範、時間延宕、示範等三項教學策略,以及環境的安排。依變項為自閉症學生的自發性語言,包括受試出現自發性語言的正確率、主動溝通及被動回應的自發性語言佔口語表達比例的變化、以及主要溝通類型的變化。 本研究以二名國中特教班的中度自閉症學生為研究對象,分別在午餐、早自習、活動課程情境下,接受基線期、介入期、維持期的實驗處理。研究中採用事件記錄法,直接紀錄受試的溝通行為,並輔以MP3隨身碟錄音。蒐集的資料以目視分析、C統計加以考驗,同時輔以繪製曲線圖以及意見調查分析。 研究結果如下:一、自然環境教學能顯著增加中度自閉症學生使用自發性語言的正確率。二、在自然環境教學褪除後,中度自閉症學生使用自發性語言的正確率亦能維持。三、隨著情境不同,主動與被動自發性語言佔口語表達的比例變化有所差異。四、主要溝通類型由不適當的溝通類型轉變為自發性語言。 另由意見調查分析得知,教師、家長、同儕肯定自然環境教學的效果,並提出個案在主動溝通、與同學的互動及其他活動中的反應等方面需再加強的意見。 根據上述研究結果,提出本研究之限制及對未來研究之建議。
The purpose of this study was to assess the influences of the spontaneous speech and the communicating types of students with moderate autism by milieu teaching. A single- subject experimental design of multiple probe design across settings was used to evaluate the effects. The subjects were two students with autism in self-contained classes in the junior high school. The data were collected during the baseline, intervention, and maintenance by recording the communicating behaviors of the students, and analyzed by using visual analysis method, simplified time-series analysis as well as charts and questionnaires. The results of this study showed that the correction rate of spontaneous speech could be increased by milieu teaching. The rate would still be maintained even though the teaching was released. The rate of positive and negative spontaneous speech varied with different circumstances. In addition, communicating types changed from improper ones to spontaneous ones. According to the above mentioned results and limitations of this study, some recommendations for further studies were made.