本研究欲探討團體音樂育療結合跨專業團隊整合模式對自閉症幼兒於溝通能力及社會互動之表現歷程。研究目的為:一、探討自閉症幼兒於介入後,溝通能力之表現歷程。二、探討自閉症幼兒於介入後,社交互動之表現歷程。三、探討團體音樂育療結合跨專業整合模式實施後之回饋。 本研究採立意取樣,選取一位4歲重度自閉症幼兒,每週實施50分鐘團體音樂育療課程,總共進行27週。資料蒐集以質性為主,同時輔以量化評分數據做為佐證資料。透過兩部份的資料交叉比對與分析歸納出研究結果,其如下: 一、個案在理解指令、聲音表現、與仿說行為方面皆有明顯之提昇,且透過社會效度之統計結果亦支持本研究結果,故團體音樂育療結合跨專業整合團隊模式之介入,有效改善個案之溝通能力。 二、個案在互動的對象、頻率及主動性皆有改善,並且透過社會效度之統計結果亦支持本研究結果,故團體音樂育療結合跨專業整合模式之介入,有效改善個案之社會互動表現。 三、跨專業整合模式,個案的能力不僅有全面性之改善,也促使成員專業知能與技術的成長,且透過社會效度之統計結果予以支持,故專業成員對團體音樂育療結合跨專業整合模式之介入,皆具正向之態度。
This study intends to explore the performance of the process of combining group music educational therapy with trans-disciplinary team on developing a child with autism communication skills and social interaction. The research purposes were: 1. To explore the performance of developing communication skill after conducting the intervention in children with autism. 2. To explore the performance of developing social interaction after conducting the intervention in children with autism. 3. To explore the feedback after conducting the combination of the group music educational therapy with trans-disciplinary integration model. The duration was 27 weeks with 50-minute instructional sessions once per week. Data collection is based on qualitative data, and, at the same time, supplemented with the quantitative marking data as the evidence of this research. The research results were sorted out as follows: 1.In the command understanding, voice performance and repeating behavior, the participant showed a significant improvement. 2.For the interactive object, frequency and initiative, the participant showed a significant improvement. 3.In terms of the trans-disciplinary integration model, the participant’s ability is not only improved comprehensively, but it also urges his development in professional competence and skill.