個別化介入程序對增進自閉症學生社會技巧之研究

A Study of Individual Intervention Procedure on the Effects of Promoting Autistic Student's Social Skill

葉淑英(Shwu-Ing Yeh)

指導教授 ： 胡心慈

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2005年)

摘要

本研究的目的在分析自閉症學生社會技巧個別化介入的程序，並探討其成效，採用個案研究法，以一位國三自閉症中度的學生，作為研究對象，透過各項能力評估和相關人員的參與，設計出符合個案需求的社會技巧教學方案，經教學實施後，分析出個別化介入的程序及其成效。研究結果顯示：
一、個別化介入程序分四階段：能力評估、教學設計、教學實施、教學後措施。
（一）能力評估分為五個程序：個案能力現況分析、社會技巧能力檢核、生態評量、教學目標篩選排序、目標行為前測。
（二）教學設計包含選取適合的同儕、教學介入設計，教學設計可以從以下幾方面來談：社會技巧的工作分析、增強物的設計、教學策略的選擇、建立計劃修改的機制、相關人員的參與。
（三）教學實施包含同儕指導、抽離式的社會技巧教學、相關人員的介入並且隨時調整。
（四）教學後措施包含目標行為後測、維持和轉銜的設計。
二、個別化介入程序的成效，可從個案的專注力、主動表達、情緒及參與社會技巧的相關人員說明：：
（一）自閉症學生的專注能力在量的和質的資料上有明顯的提昇，專注的時間在介入停止後一週，仍維持在平均在十分鐘以上，在個別教學、班級教學、獨立學習的情境都有明顯的提昇。
（二）自閉症學生的主動表達增加，並提昇了主動表達語言的品質，正確的主動表達佔主動表達的五成，在不同教學情境的主動表達也都有明顯的提昇。
（三）在社會技巧提昇之後，自閉症學生的情緒穩定跟著提昇，少了許多干擾語言，上課情緒變好，比較有笑容。
（四）參與社會技巧的相關人員，從研究者、導師、個案母親到同儕，都因為參與教學介入而成長。

關鍵字

社會技巧教學 ； 個別化介入程序 ； 自閉症

並列摘要

The main purpose of this study was to analyze the procedure of individual intervention for autistic student and probe into the effects. This research adopted case study, the subject was a student with moderately autism in junior high school. In order to design teaching program that conforms to the subject’s needs, different kinds of ability assessment and the correlation personnel’s participation were applied. After the teaching implementation, the individual intervention procedure and its effect were analyzed. The results of this study were as follows：
1.The individual intervention procedure consists of four stages: ability assessment, instructional design, teaching implementation, and measures after teaching.
(1) Ability assessment can be divided into five procedures: ability analyzing, social skill ability screening, ecological assessment, instructional goal screening and arrangement, and the targeted behavior measure.
(2) Instructional design contains the selection of suitable peers, and instructional intervention design. Instructional design may be discussed from following aspects: task analysis of social skill, reinforcement design, selection of instructional strategy, establishing adaptation mechanism of plain, and correlation personnel’s participation.
(3) Teaching implement contains peers instruction, additional social skill instruction, the correlation personnel’s involvement, and adjust as necessary.
(4) Measures after teaching contains the targeted behavior measure, the maintenance and transition design.
2.The effects of individual intervention procedure may be discussed from following aspects：the subject’s concentration, initiative expression, emotion, and the related personnel.
(1) The autistic student’s concentration ability was obviously promoted in the quantity and quality. The concentration time still maintained above ten minutes during a week after intervention stopped. In the situation of individual teaching, class teaching, and the independent study situation, concentration was all obviously promoted.
(2) The autistic student’s initiative expression increased, and the initiative expression quality promoted. The correct initiative expression occupied fifty percent of the initiative express, and initiative expression obviously promoted in different teaching situations.
(3) The autistic student had better temper after his social skill promoted. His interfering language decreased, and he had good mood in class, with more smile.
(4) All of the related personnel involved in social skill intervention, including researcher, teacher, the subject’s mother, and peers, grew because of the participation of teaching intervention.

並列關鍵字

social skill instruction ； individual intervention procedure ； autism

參考文獻

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