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篇名 教導自閉症幼兒共同注意力之成效
並列篇名 The Effect of Joint-Attention Teaching on the Joint-Attention
作者 何美慧(Ho, Mei-hwei) 、梁真今(Chen, Chin-liang)
中文摘要 本研究探討共同注意力教學對共同注意力行為的成效及維持效果,受試者為兩位學齡前的中度自閉症幼兒,研究採單一受試研究法之跨行為多探試設計,自變項為共同注意力教學,依變項為三種共同注意力之行為表現,以三種目標行為(眼神交替、跟隨指示及主動展示)的得分來表示。教學實驗在個案之自然環境進行,為期10週,包括基線期、教學期和維持期三階段;其中,二個案教學次數各為42、37次,評量次數各為25、27次;教學者2-3人,包括個案媽媽、姑姑、研究者。研究資料蒐集係由研究者擔任施測者進行幼兒的表現評量,並以固定之錄影機全程錄影,影片再交由評分者評分;研究資料使用目視分析法進行分析,佐以觀察紀錄所得的質性資料。
本研究具有良好的過程信度及社會效度。研究結果摘要如下:
1. 共同注意力教學能增進自閉症幼兒部份共同注意力。經共同注意力教學,自閉症幼兒的「眼神交替」和「跟隨指示」行為明顯增進,但「主動展示」行為只增進少許。
2. 共同注意力教學對自閉症幼兒之共同注意力具有維持效果。褪除共同注意力教學,自閉症幼兒「眼神交替」和「跟隨指示」行為仍繼續維持;至於「主動展示」行為因研究時間限制,未及進行維持成效測試。
研究者提出建議供後續教學與研究參考,包括介入共同注意力於早療方案內容中、選取適當的目標行為、建立自閉症幼兒共同注意力行為表現及教具資料庫、分別檢驗雙層教學及各自成效、遵循周延的研究倫理。
英文摘要 This study aimed to investigate the immediate and maintain effects of an intervention on the joint-attention behaviors of two young children with moderate autism. A singlesubject multiple probe across behaviors was adopted. The independent variable was the joint-attention teaching; the dependent variable was the joint-attention performance,represented by scores of three joint-attention behaviors-gazing alternately, following
a point, and showing. The ten-week instruction experiment were conducted in the two young children’ residences and consisted of three stages, i.e., baseline, intervention and maintenance stages. Data were documented via videotaping, scored by an independent rater thereafter, and further analyzed mainly by visual analysis.
The study showed good process reliabilities and social validity. The findings were summarized below:
1. Joint-attention teaching had effects on increasing some joint attention behaviors of young children with autism, including” gazing alternately’ and “following a point”, but barely on “showing”.
2. Joint-attention teaching had effects on maintaining the joint-attention behaviors of the young children with autism, including both” gazing alternately’ and “following a point”. Due to time limit, the maintenance effect on “showing” was not examined.
Implications for further research and teaching were suggested, including teaching Joint-Attention in early intervention program, selecting appropriate target behaviors,building a data base of joint-attention behaviors and materials, examining effects of instruction elements separately, and following research ethics more closely.
頁次 113-133
關鍵詞 自閉症幼兒 共同注意力教學 young children with autism joint-attention teaching
卷期 19
日期 200812
刊名 特殊教育與復健學報
出版單位 國立臺南大學特殊教育學系