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研究生:許秀馨
研究生(外文):Hsiu-Hsin Hsu
論文名稱:提升高功能自閉症幼兒社會能力之探討~一位學前巡迴輔導教師之行動研究
論文名稱(外文):An exploratory study on promoting the social ability of a preschool high-functioning child with Autism: An action research by a preschool consulting teacher
指導教授:楊宗仁楊宗仁引用關係
指導教授(外文):Zong-Ren Yang
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:特殊教育學系碩士班
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:2006
畢業學年度:95
語文別:中文
論文頁數:242
中文關鍵詞:高功能自閉症幼兒行動研究社會能力
外文關鍵詞:AutismAction ResearchSocial Ability
相關次數:
  • 被引用被引用:35
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  • 下載下載:553
  • 收藏至我的研究室書目清單書目收藏:23
本研究中,研究者以一個學前巡迴輔導教師之角色,針對一名學前高功能自閉症兒童,透過特殊教育與普通教育之合作諮詢,設計介入策略,以提升其融入班級中之社會能力。本研究採取行動研究法,設計行動方案,建構融入班級活動之策略,以提升個案之社會能力表現。行動研究歷經初始階段、建構階段與結束階段後,獲致以下的研究結論:
一、針對教室團體適應技巧、基本的互動能力、交友技巧、應對技巧及問題解決、感覺情緒、負面社會能力表現、低層次互動七個向度的檢核觀察,可檢視了解個案的社會能力。
二、透過個案相關資料的了解、釐清社會能力表現、確認社會能力介入目標的評估執行程序,可了解學前高功能自閉症幼兒於班級中需要提升的社會技巧。
三、高功能自閉症幼兒融入班級活動之設計安排方式,需透過普通班教師與特殊教育教師間之合作諮詢方式;需依介入目標來設計介入策略,包括教師、家長、特教資源、同儕、提示及增強系統、物理與時間環境的調整。
四、透過三階段循環式的行動計劃,高功能自閉症幼兒在互動回應及一起玩兩大社會能力焦點目標在抽離教學上有部分學習成效展現,但在情境類化表現上,則仍待加強。
In this research, the researcher served as a preschool consulting teacher to collaborate with regular teachers, designing intervention strategies to increase the social performance of a preschool high-functioning child with autism in an inclusive classroom. Action research method was adopted in this study. By taking a series of action plans with effective intervention strategies, the preschool high-functioning child with autism were arranged to participate regular class activities to promote his social performance. After going through the three stages of action plans, initial stage, constructing stage, and ending stage, the following research findings were concluded:
1. Based on the examination and observation of the child’s adaptation to groups, basic interaction ability, the skills of making friends, communication and problem-solving abilities, emotion control ability, and negative social performance, and low level interaction, the child’s whole social abilities could be apprehended .
2. Through the information-collecting related to the child, clarification of the child’s social ability, and acting procedure of identifying social intervention objectives, the child’s social skills which should be promoted could be decided.
3. The arrangement for including the high-functioning child with autism into class activities requires the collaborative consultation between regular and special education teachers. Based on the intervention objectives, the intervention strategies are developed, including the adjustment of teachers, parents, special education resources, peer, prompt and reinforce system, and physical and time environment.
4. By taking three recycle action plans, the high-functioning child with autism makes some progress on “response to interaction” and “play together” in a separate training situation. However, the generalization of the target training behaviors is to be strengthened in the future.
目 次
中文摘要 I
英文摘要 III
目 次 V
表 次 VIII
圖 次 IX
第一章 緒論 1
第一節 問題背景與研究動機 1
第二節 研究目的與研究問題 5
第三節 名詞釋義 5
第四節 研究限制 7
第二章 文獻探討 9
第一節 自閉症兒童之融合教育現況 9
第二節 高功能自閉症兒童社會能力之探討 13
第三節 自閉症兒童之社會介入及其相關研究 21
第三章 研究方法 43
第一節 研究設計 43
第二節 研究流程及工具 48
第三節 研究對象與場所 52
第四節 融入班級活動設計 55
第五節 資料蒐集處理與分析 63
第四章 研究歷程與內容分析 69
第一節 社會能力目標評估的初始階段 71
第二節 社會技巧訓練融入班級活動的建構階段 89
第三節 整體成效評估的結束階段 140
第四節 綜合討論 166
第五章 結論與建議 177
第一節 結論 177
第二節 建議 185
參考文獻 191
附 錄 207
附錄一 社會能力檢核表………………………………………… 207
附錄二 個案文蘭適應量表得分表……………………………… 211
附錄三 九十四學年度 小為 社會能力訓練課程計畫………… 212
附錄四 小為社會能力訓練課程教案範例……………………… 213
附錄五 pwerpoint提示圖卡教材及社會性故事範例………… 214
附錄六 小為社交技巧訓練新課程計畫………………………… 215
附錄七 小為社會能力訓練課程新教案範例…………………… 218
附錄八 特教宣導教案…………………………………………… 220
附錄九 個案陪讀之介入協助計劃……………………………… 224
附錄十 個案之結構課程流程表………………………………… 230
附錄十一 各角色任務表………………………………………… 232
附錄十二 各角色任務簡表……………………………………… 241
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