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研究生:陳淑芬
論文名稱:整合性遊戲團體對增進高功能自閉症兒童口語溝通能力之研究
論文名稱(外文):Enhancing the Verbal Communicative Abilities for the Child with High-Functioning Autism
指導教授:王大延王大延引用關係楊宗仁楊宗仁引用關係葛竹婷葛竹婷引用關係
學位類別:碩士
校院名稱:臺北市立師範學院
系所名稱:身心障礙教育研究所
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:2004
畢業學年度:92
語文別:中文
中文關鍵詞:整合性遊戲團體高功能自閉症口語溝通能力
外文關鍵詞:Integrated play groupHigh-Functioning AutismVerbal communicative abilities
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摘 要
本研究目的在探討高功能自閉症兒童在整合性遊戲團體介入後,其口語溝通能力是否有增進。 以立意取樣就讀國小一年級普通班的高功能自閉症兒童為受試者,以及同班兩位同儕參與本研究。 研究方法採用單一受試倒返實驗設計 (single-subject reversal design),以了解受試者在整合性遊戲團體之口語溝通功能。 本研究之自變項為整合性遊戲團體教學,依變項為溝通能力。 本研究所蒐集之資料以目視分析與時間序列C統計加以分析,另輔以觀察與訪談等資料加以補充。
綜合本研究發現如下:
一、 整合性遊戲團體介入後,受試者在介入期的口語溝通次數明顯多於基線期時的溝通次數,整合性遊戲團體教學的確有助於增進高功能自閉症兒童的口語溝通次數。
二、 整合性遊戲團體教學能增進高功能自閉症兒童部分的口語溝通功能。
三、 整合性遊戲團體教學對擴展高功能自閉症兒童的口語溝通功能型式有限。
四、 整合性遊戲團體教學獲得家長及教師的社會度支持。
本研究除對研究結果詳加討論外,並提出若干對於自閉症兒童
口語溝通功能之討論與建議,供作家長及教師未來介入與相關研究之參考。
________________________________________________________
關鍵字: 整合性遊戲團體、高功能自閉症、口語溝通能力
Enhancing the Verbal Communicative Abilities for the Child with High-Functioning Autism by Integrated Play Group
Su-Fen Chen
Abstract
The main purpose of this study was to investigate the efficacy of integrated play group enhancing the verbal communicative abilities for the child with high-functioning autism.
One child with high-functioning autism from regular class of preliminary school served as subject, and two players with same class joined in the play group. The method of study is single subject reversal design, analyzing the communicative functions in the play. This study is with integrated play group as the independent variable and enhancement of verbal communicative abilities. In addition, the visual analysis and time series C statistics were used to evaluate, direct observation and interview were included.
The main findings of this study were stated as follows:
1. The result of integrated play group teaching increasing the verbal communicative times in intervention than in the base-line.
2. The result of integrated play group teaching enhance some parts of communicative function.
3. The result of integrated play group teaching enhance the means of communicative function little.
4. The result of integrated play group teaching supported from family and teachers.
Further discussions were made based on the above results in which some suggestions for future related studies were offered.
___________________________________________________________
Keyword: Integrated play group, High-Functioning Autism, Verbal communicative abilities
目 次
目次……………………………………………………………… I
附錄目次…………………………………………………………III
表次………………………………………………………………IV
圖次………………………………………………………………VI
第一章 緒論……………………………………………………1
第一節 研究動機與目的………………………………………..1
第二節 研究問題與研究假設………………………………….5
第三節 名詞釋義……………………………………………….6
第四節 研究限制……………………………………………….9
第二章 文獻探討………………………………………..11
第一節 一般兒童的遊戲………………………………………11
第二節 自閉症兒童的遊戲與實徵研究………………………21
第三節 自閉症兒童的溝通行為………………………………40
第四節 整合性遊戲團體模式…………………………………49
第三章 研究方法……………………………………...63
第一節 研究架構………………………………………………63
第二節 研究對象………………………………………………64
第三節 研究設計………………………………………………68
第四節 研究工具………………………………………………74
第五節 研究程序………………………………………………78
第六節 資料處理………………………………………………80
第四章 結果與討論……………………………………85
第一節 口語行為溝通次數資料分析……………………….86
第二節 溝通功能量的分析………………………………….95
第三節 特定溝通功能量的分析…………………………..102
第四節 遊戲單元與溝通之分析……………………………123
第五節 社會效度分析………………………………………136
第六節 討論…………………………………………………143
第五章 結論與建議………………………………………147
第一節 結論………………………………………………….147
第二節 建議………………………………………………….151
參考文獻………………………………………………………155
中文部分……………………………………………………….155
英文部分……………………………………………………….158
附 錄 目 次
附錄一 家長同意函…………………………………………. 168
附錄二 教師同意函…………………………………………..169
附錄三 溝通功能定義表……………………………………..170
附錄四 溝通功能晤談表……………………………………..173
附錄五 溝通行為紀錄表……………………………………..175
附錄六 溝通功能計次表……………………………………..176
附錄七 個案口語行為溝通功能觀察記錄表………………..177
附錄八 整合性遊戲團體教學教案…………………………..197
附錄九 遊戲教學實驗課程回饋表…………………………..202
表 次
表2-1 遊戲對兒童發展的貢獻………………………………21
表 2-2 自閉症遊戲實徵研究 (一)………………………….34
表 2-3 自閉症遊戲實徵研究 (二)………………………….35
表 2-4 自閉症遊戲實徵研究 (三)………………………….36
表 2-5 自閉症遊戲實徵研究 (四)………………………….37
表 2-6 自閉症遊戲實徵研究 (五)………………………….38
表 2-7 自閉症遊戲實徵研究 (六)………………………….39
表 2-8 整合性遊戲團體架構………………………………..50
表 2-9 整合性遊戲團體語言溝通之目標範例………………52
表 3-1 實驗進行階段與步驟………………………………..70
表 3-2 整合性遊戲團體遊戲材料…………………………..73
表 3-3 遊戲教學教案摘要…………………………………..77
表 3-4 溝通功能信度考驗表………………………………..81
表 4-1 個案口語行為溝通功能次數表……………………..88
表 4-2 個案口語行為溝通次數階段內變化分析摘要表…..91
表 4-3 個案口語行為溝通次數階段間變化分析摘要表…..92
表 4-4 個案口語行為溝通次數C統計摘要表……………..93
表 4-5 個案要求物品溝通次數階段內變化分析摘要表….104
表 4-6 個案要求物品溝通次數階段間變化分析摘要表….105
表 4-7 個案要求物品溝通次數次數C統計表…………….106
表 4-8 個案要求訊息溝通次數階段內變化分析摘要表….109
表 4-9 個案要求訊息溝通次數階段間變化分析摘要表….110
表 4-10 個案要求物品溝通次數C統計摘要表…………….111
表 4-11 個案評論溝通次數階段內變化分析摘要表……….114
表 4-12 個案評論溝通次數階段間變化分析摘要表……….115
表 4-13 個案評論溝通次數C統計摘要表………………….116
表 4-14 個案提供訊息溝通次數階段內變化分析摘要表….119
表 4-15 個案提供訊息溝通次數階段間變化分析摘要表….120
表 4-16 個案提供訊息溝通次數C統計摘要表…………….121
圖 次
圖3-1 研究架構圖……………………………………………..63
圖3-2 遊戲教學實驗實施階段圖……………………………..71
圖3-3 研究進度甘娣圖………………………………………..80
圖4-1 整合性遊戲團體的分析架構圖………………………..85
圖4-2 個案口語行為溝通次數曲線圖………………………..91
圖4-3 五大項溝通功能長條圖………………………………..96
圖4-4 個案要求物品溝通次數曲線圖……………………….103
圖4-5 個案要求訊息溝通次數曲線圖……………………….108
圖4-6 個案評論溝通次數曲線圖…………………………….113
圖4-7 個案提供訊息溝通次數曲線圖……………………….118
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