影片提示策略對增進國小自閉症學生日常生活技能之成效

The Effects of Video Prompting on Teaching Daily Living Skills of a Student with Autism Spectrum Disorder

劉茹涵(Ju-Han Liu) ； 鍾儀潔(Yi-Chieh Chung)

《特殊教育與復健學報》 34期 (2018/06) Pp. 27-48

摘要

本研究以單一個案研究法中的跨行為多基線設計，探討影片提示策略對增進一位國小中度自閉症學生日常生活技能之成效。這些日常生活技能分別為洗手、洗碗，以及整理棉被。本研究的影片提示策略是將目標行為分成數個步驟，由研究參與者透過操作平板電腦觀看影片學習目標行為，若參與者執行目標行為過程中有出現錯誤，則由研究者提供錯誤糾正程序。結果發現（1）影片提示策略對增進該名國小自閉症學生日常生活技能有立即成效；且（2）影片提示策略對增進該名國小自閉症學生日常生活技能有短期維持成效。針對以上的結果，本研究亦提供教學與未來研究方向的建議，使相關專業人員在國小自閉症學生日常生活技能之教學內容上能有所參考和運用。

關鍵字

影片提示 ； 錯誤糾正程序 ； 自閉症 ； 日常生活技能

並列摘要

This research aims to investigate the effects of video prompting intervention on daily living skills of an elementary student with autism spectrum disorder (ASD). The target skills displayed in training videos were broken down into several steps. The participant learned target skills by watching videos on the tablet with error corrections provided by the instructor. A multiple baseline design across behaviors (including washing hands, cleaning dishes, and folding a quilt) showed that the implementation of the video prompting procedure led to immediate and short-term maintenance effects of advancing those daily living skills. The results are discussed in terms of the strategies responsible for intervention effects and the potential future research directions of using video interventions with this population.

並列關鍵字

video prompting ； error correction ； autism spectrum disorder ； daily living skills

參考文獻

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黃怡萍（2007）。錄影教學策略對國小自閉症學生家事技能學習成效之研究（未出版碩士論文）。國立嘉義大學，嘉義市。

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Bennett, K. D., Crocco, C., Loughrey, T. O., & McDowell, L. S. (2017). Effects of video prompting without voice-over narration among students with autism spectrum disorder. Behavioral Development Bulletin, 22(1), 147-158.