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研究生:蔡淑玲
研究生(外文):Shu-Ling Tsai
論文名稱:心智理論暨社交技巧教學對高功能自閉症兒童社會互動行為成效之研究
論文名稱(外文):The Effects of Theory-of-Mind and Social-Skill Teaching Program for a High-Functioning Child with Autism on the Social Interactive Behaviors
指導教授:鳳 華
指導教授(外文):Hua Feng
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:170
中文關鍵詞:心智理論社交技巧社會互動行為高功能自閉症兒童
外文關鍵詞:theory of mindsocial skillsocial interactive behaviorshigh-functioning children with autism
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本研究主要目的在探討高功能自閉症兒童接受心智理論暨社交技巧教學後,其社會互動行為是否有所增進,以及心智理論能力的改變情形。研究對象以台北市某國小普通班一名11歲高功能自閉症兒童為教學對象,研究方法採單一受試實驗設計 (single-subject experimental design) 中之跨行為及跨情境多探試 (multiple probe design across behaviors & settings) 實驗設計方式,自變項為心智理論暨社交技巧教學,依變項為學習成效百分比、社會互動行為變化情形、心智理論能力變化情形、家長、教師及同儕訪談結果。研究結果如下:
一、心智理論暨社交技巧教學不論在個別教學及小組教學情境,對增進高功能自閉症兒童之學習成效良好。學習內容包括初階心智理論、情緒表達技巧、高階心智理論、及交談互動技巧等四個目標行為,在處理期、維持期、追蹤期學習成效百分比皆達80-100%正確率並明顯高於基線期。
二、心智理論暨社交技巧教學,對於高功能自閉症兒童的社會互動行為具有正面的影響。三個主要適當社會行為(情緒表達技巧、交談互動技巧、及預測他人想法)在處理期、維持期、追蹤期的出現率均有增加的趨勢,並隨著處理期逐漸出現該階段的目標行為,且不適當社會互動行為的出現率明顯減少。
三、心智理論暨社交技巧教學,對於增進高功能自閉症兒童心智理論能力具正面效果,在心智理論訪談測驗層次一、二、三及總分部分,有明顯增加。
四、心智理論暨社交技巧在教學方法、教學內容、教學效果,受到教師、同儕及家長的肯定。
The study was to investigate the social interactive behaviors as well as the changes of theory-of-mind test on a high-functioning child with autism. The subject was an eleven-year old high-functioning child with autism in a regular classroom with resource programs in an elementary school in Taipei City. The study proceeded in the way of taking multiple probe design across behaviors & settings of single-subject experimental design. The independent variable of this study was theory-of-mind and social-skill teaching program. The dependent variables were the percentage of learning outcomes, changes in social interactive behaviors, score gains in the ability of theory-of-mind test, and the questionnaires for social validity.
The consequences of the study were as follows:
1. Theory-of-mind and social-skill teaching program had made great improvements on the target behaviors for the high-functioning child with autism across individual and small-group teaching settings. The target behaviors included: first-order stage of theory-of-mind, emotional expressive skills, second-order stage of theory-of-mind, and conversational skills.
2. With the qualitative analysis, the frequency of three major positive social behaviors (e.g., emotional expression skills, talking interaction skills, and predicting for other people’s thoughts) was improved after applying the theory-of-mind and social-skill teaching program. The frequency of negative social behaviors obviously decreased, too.
3. The results of Theory-of-Mind test have showed great improvement from the pre-test of 22 to the pos-test of 36.
4. The results of the interview showed that the teachers, mother, and his peers made positive evaluation on the theory-of-mind and social-skill teaching program.
目 次
中文摘要………………………………………………………………….Ⅰ
英文摘要………………………………………………………………….Ⅲ
目次……………………………………………………………………….Ⅴ
附表目次………………………………………………………………….Ⅶ
附圖目次…………………………………………………………………….Ⅷ
附錄目次…………………………………………………………………….Ⅸ
第一章 緒論……………………………………………………………….1
第一節 問題背景與研究動機…………………………………………….1
第二節 研究目的與待答問題…………………………………………….5
第三節 名詞詮釋………………………………………………………….7
第四節 研究範圍與限制………………………………………………….9
第二章 文獻探討…………………………………………………………10
第一節 高功能自閉症兒童的社會互動特徵……………………………10
第二節 心智理論的介紹…………………………………………………18
第三節 自閉症兒童心智理論發展之相關研究………………………...24
第四節 自閉症兒童社會互動教學之相關研究…………………………41
第三章 研究方法…………………………………………………………47
第一節 研究對象…………………………………………………………47
第二節 研究設計…………………………………………………………50
第三節 研究工具…………………………………………………………61
第四節 研究步驟…………………………………………………………64
第五節 資料處理與分析…………………………………………………69
第四章 研究結果…………………………………………………………74
第一節 跨行為及跨情境學習變化情形之分析…………………………76
第二節 社會互動行為變化情形之分析…………………………………83
第三節 心智理論能力變化之分析……………………………………113
第四節 訪談資料分析…………………………………………………121
第五章 結論與建議……………………………………………………129
第一節 摘要與結論……………………………………………………129
第二節 討論……………………………………………………………134
第三節 建議……………………………………………………………137
參考文獻
中文部分………………………………………………………………141
英文部分………………………………………………………………141
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陳淑萍(民87)。社會故事的教導對自閉症學童社會互動之影響研究。中國文化大學兒童福利研究所碩士論文。未出版。
張瑛玲(民87)。「解讀社會訊息」教學對增進高功能自閉症學生同儕互動行為之成效研究。國立台灣師範大學特殊教育研究所碩士論文。未出版。
黃玉華(民89)。心智解讀教學對增進高功能自閉症兒童心智理論能力之研究。國立台灣師範大學特殊教育研究所碩士論文。未出版。
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鳳華(民89)。自閉症教育。載於新特殊教育通論。台北:五南。
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