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研究生:謝宛陵
研究生(外文):HSIEH WAN LING
論文名稱:高功能自閉症學生高階心智理論教學之成效研究−以一名高職自閉症學生之心智解讀實驗教學為例
論文名稱(外文):A Study of Making the Progress by Advanced Theory-of-mind Teaching −A Case of a Vocational Senior High School Autistic Student
指導教授:侯禎塘侯禎塘引用關係
學位類別:碩士
校院名稱:臺中師範學院
系所名稱:特殊教育與輔助科技研究所
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:2005
畢業學年度:94
語文別:中文
論文頁數:134
中文關鍵詞:高功能自閉症學生心智理論心智解讀教學
外文關鍵詞:high-functioning autistic student、theory-of-mind、mind-reading teaching
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高功能自閉症學生高階心智理論教學之成效研究
−以一名高職自閉症學生之心智解讀實驗教學為例
中 文 摘 要
本研究旨在探討具備基礎階段心智理論能力的高功能自閉症學生接受高階心智理論之心智解讀教學後,其高階心智理論能力提升與遷移的效果。研究教學對象為台北市立某高職綜合職能科一年級的一位高功能自閉症學生,研究方法採單一受試實驗設計 (single-subject experimental design) 之跨行為多探試(multiple probe design across behaviors) 實驗設計,自變項為高階心智理論之心智解讀教學,依變項為受試高階心智理論能力效果,包括高階心智理論之心智解讀教學學習成效百分比變化情形、高階心智理論測驗教學前、後測變化情形與高階心智理論能力近遷移和遠遷移的情形。
研究結果如下:
一、高功能自閉症學生經過高階心智理論之心智解讀教學課程後,其高階心智理論能力的習得成效與維持情形都很良好。學習內容包括次級錯誤信念、分辨謊話和玩笑話與分辨失禮情境等三個教學單元,在介入期和維持期的階段平均值皆達76~100%的正確率,並明顯高於基線期。
二、高階心智理論之心智解讀教學介入後,個案高階心智理論測驗的各項後測得分率,均明顯高於前測得分率,顯示受試的高階心智理論能力獲得提升。尤以單元二分辨謊話和玩笑話的後測得分率高達百分之百,進步幅度最多,其次依序是單元三分辨失禮情境和單元一次級錯誤信念問題的得分率。
三、高階心智理論能力在近遷移情境和遠遷移情境的各項表現呈起落狀態。在次級錯誤信念方面,遠遷移情境平均得分率高於近遷移情境平均得分率,在分辨謊話和玩笑與分辨失禮情境方面,近遷移情境平均得分率高於遠遷移情境平均得分率。
A Study of Making the Progress by Advanced Theory-of-mind Teaching
−A Case of a Vocational Senior High School Autistic Student
Abstract
This study aims to investigate the progress or transfer in the advanced ability of mind-reading teaching on a high-functioning autistic student, who had received the basic level of theory-of-mind teaching. The subject is a sixteen-year old artistic student, at the department of composite function in a municipal vocational senior high school. The study proceeds in the way of taking multiple probe design across behaviors of single-subject experimental design. The independent variable of this study is the advanced ability of theory-of-mind on mind-reading teaching program. The dependent variables are the progress or transfer in the advanced ability of mind-reading teaching on this high-functioning autistic student. Such effects are the percentage of his progress after his taking the experiments, his score gains in the advanced ability of theory-of-mind adopting a pretest-posttest design during the subject’s taking mind-reading teaching program, and his ability of near transfer and far transfer on the advanced ability of theory-of-mind.
The consequences of this study are as follows:
1. Mind-reading teaching program in high-functioning autism on advanced ability of theory-of-mind has made huge progress in the subject’s learning result on acquisition and such an improving condition has kept stable. The contents of learning consists of three teaching units—second-order false belief, telling a lie from a joke, and recognition of faux pas setting--which have tremendous impact on the subject, who reaches a 76~100 percent of the accuracy performance on the phrases of intervention and maintenance, and its arithmetic mean is obviously higher than that at the phrase of baseline.
2. The rate of score gains in posttests of advanced ability of theory-of-mind is evidently higher than that in pretests after the subject has taken mind-reading teaching program. The result manifests that the subject has made a great improvement in his advanced ability of theory-of-mind. In particular, his percentage of score gains in the telling a lie from a joke unit posttests reaches up to 100 and heavily wins over that in other units such as recognition of faux pas setting and second-order false belief.
3. The subject’s ability of near transfer setting and far transfer setting on the advanced ability of theory-of-mind become unsteady. The arithmetical average of score gains in far transfer setting is higher than that in near transfer setting when the second-order false belief is analyzed; yet, in the aspects of the telling a lie from a joke and recognition of faux pas setting, the arithmetical average of score gains in near transfer setting is higher than that in far transfer setting.
第一章 緒論
第一節 研究動機---------------------------------------------------------------------01
第二節 研究目的與問題------------------------------------------------------------05
第三節 名詞詮釋---------------------------------------------------------------------06
第四節 研究範圍---------------------------------------------------------------------09

第二章 文獻探討
第一節 高功能自閉症的定義和特質---------------------------------------------10
第二節 心智理論的介紹------------------------------------------------------------16
第三節 基礎階段心智理論相關研究---------------------------------------------28
第四節 高階心智理論相關研究---------------------------------------------------36

第三章 研究方法
第一節 研究架構---------------------------------------------------------------------51
第二節 研究對象---------------------------------------------------------------------54
第三節 研究設計---------------------------------------------------------------------57
第四節 研究工具---------------------------------------------------------------------63
第五節 研究步驟---------------------------------------------------------------------66



第四章 研究結果與討論
第一節 高階心智理論之心智解讀教學學習成效分析------------------------70
第二節 高階心智理論能力教學前、後變化結果之分析--------------82
第三節 高階心智理論能力遷移效果之分析-------------------------------------89
第四節 信度與回饋意見分析------------------------------------------------------99

第五章 結論與建議
第一節 結論------------------------------------------------------------------------103
第二節 研究限制-------------------------------------------------------------------106
第三節 建議------------------------------------------------------------------------108
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