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篇名 概念構圖策略融入社會故事教學對國小自閉症兒童與同儕互動行為之成效
並列篇名 The Effects of Concept Mapping Strategy Mediated Social Story Intervention on Peer Interactions of an Elementary School Child with Autism
作者 何美慧(Ho, Mei-hwei) 、李玉鳳(Lee, Yuh-feng)
中文摘要 本研究採用單一受試跨行為多重基準線設計,旨在探討概念構圖策略融入社會故
事教學法對增進國小自閉症兒童與同儕互動行為之成效。研究對象為一名安置在普
通班、接受資源班服務的國小五年級自閉症兒童。教學實驗持續十週,共有34個資料
點,包括基線期、教學期和維持期三個階段,其中教學期有8至9次教學,含「學生
使用概念構圖策略發展自編社會故事」(處理期B1)及「社會故事教學」(處理期
B2)兩部分。本研究的自變項為概念構圖策略融入社會故事教學;依變項為同儕互
動,以三個目標行為的達成百分比與品質變化表示教學成效,目標行為是這名學生過
去未展現的同儕互動行為,包括在學校自然情境向同儕說早安、與朋友分享、以及邀
請同儕玩撲克牌。研究資料的分析主要採目視分析法。
本研究有下列發現:
一、國小自閉症兒童利用概念構圖策略能發展出符合社會故事編寫原則的內容。
二、概念構圖策略融入社會故事教學能有效增進國小自閉症兒童的同儕互動行
為。
三、概念構圖策略融入社會故事教學對國小自閉症兒童的同儕互動行為成效獲得
維持。
四、在使用概念構圖策略發展社會故事的過程中,國小自閉症兒童的同儕互動行
為已出現增加的現象。
五、本研究結果具有良好社會效度。
英文摘要 The author of this study, employing a single-subject research with multiple-baseline
design across behaviors, delved into the effects of the integration of concept mapping
strategies into social stories teaching for an elementary school student with autism on
enhancing his peer interactions. The student was a fifth grader with autism who had
received a special education placement in a regular classroom. The ten-week teaching
experiment consisted of 34 data points, including baseline, intervention and maintenance
stages. Eight to nine instructions were conducted during the intervention stage, which
included two kinds of teaching sessions: developing self-constructed social storied by the
student using concept mapping strategies (intervention B1), and teaching through social
stories (intervention B2). The independent variable of this study was the concept mapping
strategy mediated social story intervention. The dependent variable was peer interaction,
represent ed by the frequencies and the quality of three target behaviors-saying hello to his
peers, sharing with his friends, and inviting people for a card game. All of the three target
behaviors had never been seen in the student himself. The data were analyzed mainly by
visual analysis.
The research findings are as follows:
1. Elementary school children with autism, by successfully using concept mapping
strategies, can develop social stories that are in accordance with the writing guidelines.
2. The concept mapping strategy mediated social story intervention can effectively increase
the peer interactions of students with autism.
3. Students with autism effectively maintain their peer interactions, the improvement that
has gained from the intervention.
4. During the first kind of teaching sessions-developing self-constructed social storied by
the student using concept mapping strategies, the student with autism has revealed an
increase in peer interaction.
5. The study showed a good social validity.
頁次 134-165
關鍵詞 concept mapping social story student with Autism peer interaction 概念構圖 社會故事 自閉症兒童 同儕互動
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