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研究生:邱心怡
研究生(外文):CHIU Hsin-I
論文名稱:訓練家長介入自閉症幼兒相互注意協調能力之行動研究
論文名稱(外文):An Action Research of Training Parent to Intervene Joint Attention of A Child with Autism
指導教授:楊宗仁楊宗仁引用關係
指導教授(外文):Yang Tsung-Ren
口試委員:張正芬姜忠信
口試日期:2012-06-27
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:2012
畢業學年度:100
語文別:中文
論文頁數:170
中文關鍵詞:家長介入相互注意協調能力自閉症
外文關鍵詞:interventionjoint attentionautism
相關次數:
  • 被引用被引用:11
  • 點閱點閱:742
  • 評分評分:
  • 下載下載:235
  • 收藏至我的研究室書目清單書目收藏:7
本研究旨在探討訓練家長介入自閉症幼兒相互注意協調能力。以行動研究的方式,透過示範、說明、家長演練、回饋的循環修正歷程,來協助家長掌握介入幼兒療育的原則及技巧,並嘗試找出最適的家長訓練模式。最後,依家長在介入前後介入技巧的改變,及幼兒在介入前後的轉變,來探討訓練家長介入的成效。

本研究得出以下六點結論:
1. 訓練家長介入是一個動態變動的歷程,要依孩子及家長的反應做靈活的調整。
2. 在介入課程安排上,首重建立關係,並跟隨幼兒的興趣做介入。
3. 在訓練家長介入上,要提供大量實際介入的機會,並給予示範演示及正向回饋 。
4. 在介入情境上,到宅介入是訓練家長介入不可或缺的一環 。
5. 透過訓練課程,家長能習得介入技巧並類化至家中。
6. 訓練家長介入有助於提升幼兒目標行為及其他相關能力。

總結上述的研究結果,研究者提出訓練家長介入情境應包含結構的情境及自然的情境中,同時介入幼兒並訓練家長。在訓練的過程中,除了提供書面資料、口頭說明介入技巧及教師示範外,更要提供家長大量實際演練的機會,並在介入時給予立即的回饋。回饋的方式除了口頭回饋、書面回饋、介入影片討論外,示範演示更能最直接有效地讓家長掌握介入的技巧。而在訓練家長的過程中,幼兒對於家長介入的正向回應,及訓練者的支持與鼓勵,都有助於提升家長介入的信心。

The aim of this research is to understand training process for parents to intervene joint attention of a child with Autism. This is an action research that assists parents to master interventional principles and skills via model, explanation, parents’ practice and feedback. Then, discuss the effects of training parents to intervene according to the parents’ and child’s changes in this program.

This research has six outcomes:
1. Training parents to intervene is a dynamic process, depending on the reactions of the child and parents.
2. In term of the child’s intervention course, the most important is to build the relationship with child and follow his interests.
3. In term of the parents’ training course, offer lots of chance to practice and provide modeling and positive feedbacks.
4. In term of the training site, training parent how to intervene in their home is indispensable.
5. The parents can learn the intervening skill and apply these skills in their home via this training program.
6. Training parents to intervene their child can help their child promote the target behaviors and other relative abilities.

To sum up, the sites of training should include constructive and natural situations. Besides providing document, oral explanation and model, offering parents lots of chance to practice is very important during the process of training. In terms of feedback, besides oral and written feedback, or video discussion, the parents think modeling is most effective way to let them understand intervention skills. In addition to these, children’s positive responses to the parents and trainer’s support or encouragement are helpful to raise the parent’s confidence of intervention.

目錄
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與問題 4
第三節 名詞解釋 5
第二章 文獻探討 7
第一節 一般嬰幼兒的相互注意協調能力 7
第二節 自閉症嬰幼兒的相互注意協調能力 15
第三節 自閉症幼兒相互注意協調能力的介入取向 21
第四節 家長介入的重要性 33
第三章 研究方法 39
第一節 研究方法與架構 39
第二節 研究參與者 44
第三節 課程設計 47
第四節 研究工具 54
第五節 資料蒐集與分析 55
第四章 研究歷程與討論 59
第一節 訓練家長介入之歷程 59
第二節 訓練家長介入的成效 115
第三節 研究者的省思 130
第五章 結論與建議 145
第一節 研究結論 145
第二節 研究建議 149
參考書目 151
附錄一 家長同意書 156
附錄二 相互注意協調能力家長訓練檢核表 157
附錄三 教學介入回饋單Ⅰ 158
附錄四 教學介入回饋單Ⅱ 161
附錄五 教學介入回饋單Ⅲ 164
附錄六 家長教學日誌 166
附錄七 研究者教學日誌 168


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江淑蓉(2010)。自閉症兒童相互注意協調能力多元介入方案之療效研究。國立中正大學臨床心理學碩士班碩士論文,未出版,嘉義縣。
吳進欽、姜忠信、虞燕婷,2010。自閉症類幼兒社會注意力的探究。中華心理學刊, 52(1),57-74。
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姜忠信、宋維村(2001)。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、彭雅凌、江淑蓉 (2010)。個案報告:中低功能自閉症兒童相互注意協調能力的介入。中華心理衛生學刊, 23(1),125-151。
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