臺灣博碩士論文加值系統

本研究主要目的在探討輕度自閉症兒童共同調控介入歷程及其影響，採用個案研究方式，選取台北縣某國小一位三年級輕度自閉症兒童為研究對象。介入前先透過個案整體能力的評估，再選取人際發展介入相關的活動作為介入方案，每週進行三次二十分鐘的介入，共計三十次，介入前後進行各六次的小組遊戲觀察。每次介入活動及小組遊戲時均進行錄影及觀察，分析共同調控介入歷程及個案共同調控能力改變之情形。
本研究的主要發現歸納如下：
一、共同調控介入歷程分為四個程序：個案能力評估、訂定介入方案、實施介入方案、介入後措施。
（一）個案能力評估：藉由個案的個別化教育計畫、相關專業服務評估表、訪談家長和普通班老師，及平日的觀察，掌握個案目前能力水準。
（二）訂定介入方案：包括選取合適的同儕、擬定介入方案大綱、建立計畫修改機制、相關人員的參與及目標行為前測。
（三）實施介入方案：本研究每一次介入活動為20分鐘，活動流程分為暖身活動→解說→同儕示範→練習→對象的類化→統整等階段。
（四）介入後措施：包括目標行為後測及建立維持和轉銜的設計。
二、共同調控介入後，個案與同儕間共同調控型態、個案的溝通、自我調控及同儕的敏感度都有改變。
（一）共同調控型態有明顯的改變，以對稱、不對稱共同調控居多。個案多以簡單句或肢體動作與同儕互動，並適時展現協調合作的能力，負起部分調控活動的責任。
（二）個案的溝通、自我調控有所改變，個案能使用視覺參照，維持互動的協調性；擁有較適當的面部表情；會依情境脈絡理解對方的口語意義並做出適當的回應；也能控制行為和情緒的衝動。
（三）介入後，同儕較為了解個案的用語，及肢體動作的意義，並學會與個案說話的方式。

The main purpose of this study was to investigate the progress and the effect of the co-regulation intervention on a moderate-functioning child with autism who was in the third grade of a primary school in Taipei County. A case study method was adopted in this study. Prior to intervention, the subject's global ability was evaluated, and then some activities related to relationship development intervention were chosen for the intervention program. On this program, there were three intervention sessions, one activity each session, in a week. It took twenty minutes for each intervention session. There were thirty activities in total. Prior to the intervention and after the intervention, there were six group free play activities for evaluating the effect of intervention. All play activities were recorded by video camera in order to analyze the progress of the co-regulation intervention.

The major research findings were summarized as followings:
I. Procedures
There are four stages on the co-regulation intervention procedures, including evaluating subject's ability, developing an intervention program, implementing the program, reviewing the effect and the measures after the intervention.
(1.) Evaluating Subject's ability:
Based on the subject’s individualized education plan, related professional evaluation forms, interviewing the subject's parents and the subject's classroom teacher and the daily observation, the subject's current ability was evaluated.
(2.) Developing Intervention Program:
Including selecting compatible peers, making up the frame of the intervention program, setting up modifying mechanism of intervention program, inviting related participants, and conducting pretests of the target behaviors.
(3.) Implementing Intervention Program:
In this study, it took twenty minutes on each intervention session. The procedures of the activity included warming-up activity, explanation, peers' demonstration, practicing, generalizing to others and integration.
(4.) Measures after the Intervention Program:
The measures included conducting a test on the subject's target behaviors after intervention
and conducting a measure of maintenance and transition.
II. Intervention Effects
After the co-regulation interventions were implemented, there were some changes of the subject and the peers’ co-regulation patterns, the subject's communication and self-regulation, and peers' sensitiveness.
(1.) Changes on Co-regulation Patterns
There was a major change on co-regulation patterns. Symmetrical and unsymmetrical co-regulations were majorities among others. The subject interacted with peers by using simple sentences or body language, demonstrating the capability of coordination and cooperation timely, taking the responsibility for partial regulation activities.
(2.) Changes on Communication and Self-regulation
The subject used visional reference maintained an interactive coordination. The subject had more proper facial expression. According to the circumstances and the sequence of ideas, the subject could figure out the meaning of peer’s oral expression and responded to peers. The subject also could control the impulse of his behavior and emotion.
(3.) Changes on Peers' sensitiveness
After the intervention, peers understood the meaning of the subject's oral expression and body movement and learned the appropriate way speaking to the subject.

摘要 I
誌謝 IV
目次 V
表目錄 VII
圖目錄 VIII
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與待答問題 3
第三節 名詞釋義 3
第四節 研究限制 4
第二章 文獻探討 7
第一節 自閉症的神經心理學基礎 7
第二節 共同調控理論及相關研究 16
第三節 自閉症兒童共同調控能力之探討 22
第四節 自閉症兒童共同調控能力之介入 27
第三章 研究方法 39
第一節 研究設計與程序 39
第二節 研究對象與情境 43
第三節 研究工具與材料 47
第四節 資料蒐集與分析 48
第四章 研究結果 53
第一節 共同調控介入歷程探討 53
第二節 共同調控能力之變化 63
第三節 研究者的省思與成長 84
第四節 綜合討論 93
第五章 結論與建議 97
第一節 結論 97
第二節 建議 99
參考文獻 102
附錄 113

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