桌上遊戲方案教學對聽損多重障礙幼兒社會技巧之介入成效

本研究旨在探討桌上遊戲教學方案，對一名聽損多重障礙幼兒之輪流等待、眼神接觸、翻牌行為、參與活動等社會技巧的成效，研究方法採用單一個案研究法之撤回設計（A-B-A設計）進行之，教學期間為105年3月28日至6月23日，每周一、四的上午各教學一節次，共進行22節次的教學活動。資料分析採用目視分析法，並同時以「桌上遊戲方案對幼兒社會技巧滿意度」調查表蒐集家長及教師，對桌上遊戲方案增進聽損多重障礙幼兒社會技巧之目標、程序和結果的看法，以建立社會效度。研究結果如下：一、桌上遊戲教學方案對聽損多重障礙幼兒輪流等待、眼神接觸、主動翻牌與正確翻牌率、參與活動等社會技巧，具有介入效果。二、桌上遊戲教學方案對聽損多重障礙幼兒之社會技巧具有維持效果。三、家長與教師正向肯定桌上遊戲教學方案，對聽損多重障礙幼兒社會技巧學習之目標、程序和結果感到非常滿意。

關鍵字

桌上遊戲；聽損多重障礙；社會技巧

並列摘要

In this research used a withdrawal design (A-B-A) with a single-case research to measure the effectiveness of board games for enhancing the social skills (taking turns, making eye contact, turning over cards, willingness to participate, etc.) of a children with hearing loss and multiple disabilities. The participant was instructed each Monday and Thursday morning between March 28 and June 23 of 2016, a total of 22, 50-minute sessions. The sessions were analyzed using visual analysis, and a specially designed survey was administered to the participant's parents and teacher to solicit their views on the results of the instruction. The findings were as follows: 1. The 22 board game sessions resulted in moderate improvements in various social skills, including taking turns, making eye contact, level of participation, proactively turning over cards, and accuracy in turning over cards. 2. The improved social skills are sustainable. 3. The participant's parents and teacher were very satisfied with the resulting improvements in the participant's social skills.