臺灣博碩士論文加值系統

本研究目的旨在探討中樞系統反應訓練是否能增進國小自閉症兒童相互注意協調能力。採用以中樞系統反應訓練為中心的實物情境教學，探討受試者接受性的相互注意協調能力，與自發性的相互注意協調能力的行為表現。研究採用單一受試跨受試者多基線設計（A-B-A’-P）實驗研究，共三位受試者，皆無相互協調注意能力表現，功能皆為重度自閉。以中樞系統反應訓練為中心的訓練為自變項，受試者的相互注意協調能力表現為依變項。綜合研究結論如下：
一、中樞系統反應訓練能有效增進國小自閉症兒童之接受性相互注意協調能力。
二、中樞系統反應訓練能有效增進國小自閉症兒童之自發性相互注意協調能力。
三、中樞系統反應訓練能有效增進國小自閉症兒童之相互注意協調能力並類化至家庭情境。
依據研究結果建議：
一、研究主題可從相互注意協調能力延伸至語言或人際互動等部份。
二、做縱貫性的研究，可以更清楚的了解自閉症者的相互注意協調能力的階段發展及其介入影響，及維持與類化的成效。
三、可針對自閉症者的注意力與語言部份之相關性進行教學研究；或者是尋求語 言障礙者、中重度智能障礙者進行教學研究，以增進不同障礙者的成效。

This study evaluated the efficacy of Pivotal Response Training（PRT）for increasing responding joint attentions and initiation joint attentions in children with autism spectrum disorders. Three elementary school students, who had no joint attention, were trained to use PRT. A-B-A’-P design, the multiple baselines across subjects, was used in the study. The independent variable of the study was PRT training courses. The dependent variable of the study was joint attention. The results showed that（a）PRT could increase responding joint attentions of three students.（b）PRT could increase initiation joint attentions of three students.（c）PRT could be generalized to untrained settings.
According to the results, this study has some suggestions dealing with design of courses, teaching methods, and future research as follows:
（A）Incidental Teaching, Noncontigency, Discrete Trial Training can be applied to future research.（B）Longitudinal approach can know well more about joint attention’s phases and the result of insertion.（C）The period of research can be extended to enhance communication of speech and social interaction.

第一章 緒論…………………………………………………… 1
第一節 研究動機………………………………………… 1
第二節 研究目的與假設………………………………… 6
第三節 名詞釋義………………………………………… 7
第四節 研究範圍與限制…………………………………10
第二章 文獻探討………………………………………………11
第一節 自閉症者的語言教學歷史源流…………………11
第二節 自閉症者的溝通特徵……………………………19
第三節 中樞系統反應訓練之理論………………………26
第四節 中樞系統反應訓練之實徵性研究………………33
第三章 研究方法………………………………………………39
第一節 研究對象…………………………………………39
第二節 研究設計…………………………………………45
第三節 研究工具…………………………………………53
第四節 實驗教學課程……………………………………55
第五節 實施程序…………………………………………58
第六節 資料分析…………………………………………60
第四章 研究結果與討論………………………………………65
第一節 受試甲相互注意協調能力之資料分析…………65
第二節 受試乙相互注意協調能力之資料分析…………74
第三節 受試丙相互注意協調能力之資料分析…………82
第四節 中樞系統反應訓練效度分析……………………92
第五節 綜合討論…………………………………………95
第五章 結論與建議 …………………………………………101
參考書目……………………………………………………… 105
中文部分………………………………………………… 105
英文部分………………………………………………… 105
附錄…………………………………………………………… 111
附錄一：家長同意函…………………………………… 111
附錄二：相互注意協調能力行為表現紀錄表………… 112
附錄三：教學進行檢核表……………………………… 113
附錄四：中樞系統反應訓練實驗課程家長回饋表…… 114
附錄五：中樞系統反應訓練學習成效評估表………… 115
附錄六：接受性相互注意協調能力教學教案………… 116
附錄七：自發性相互注意協調能力教學教案………… 117

一、中文部分

杜正治（民95）。單一受試研究法。台北，心理出版社。
辛怡葳（民93）。中樞系統反應訓練對增進國中自閉症學生自發性社會溝通行為成效之研究。台北市立師範學院身心障礙教育研究所碩士論文，未出版，台北市。
宋維村（民85）。自閉症與配對組智能不足兒童之相互注意協調能力、情緒分享能力、語言發展之追蹤比較。行政院國家科學委員會專題研究計畫報告結果。
林姿伶（民92）。自閉症兒童非語言溝通能力之研究。中原大學心理研究所碩士論文，未出版，桃園縣。
姜忠信、宋維村（民90）。自閉症患者相互注意協調能力的發展－回顧與前瞻。自閉症學術論文集，125-143。
姜忠信（民88）。自閉症兒童意圖能力研究。台灣大學心理研究所博士論文，未出版，台北市。
黃鈺菁（民94）。分享式注意力（joint attention）的發展及對自閉症兒童教學的啟示。特教園丁，第20卷，第3期，29-37。
馮士軒（民93）。同儕核心反應訓練對增進國小自閉症兒童社會互動成效之研究。國立彰化師範大學特殊教育研究所碩士論文，未出版，彰化市。
馮士軒（民94）。淺介「核心反應訓練」在自閉症兒童社會能力的應用。特教園丁，第20卷，第3期，53-59。
張春興（民90）。教育心理學。台北，東華出版社。
賴月汝（民95）。中樞系統反應訓練對同儕教導自閉症學童的社交技能之成效。台北市立教育大學身心障礙教學研究所碩士論文，未出版，台北市。
鍾佳蓁（民93）。核心反應訓練（Pivotal Response Training）對學齡前自閉症兒童象徵性遊戲行為學習成效之影響。國立彰化師範大學特殊教育研究所碩士論文，未出版，彰化市。

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