社會戲劇遊戲訓練對於增進自閉症兒童社交技巧之研究

詳目顯示 ; Hong-Chih Dai · 社會戲劇遊戲訓練對於增進自閉症兒童社交技巧之研究 · Using Sociodramatic Play Training to Improve Social Skills of a Child with Autism. 資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (178.128.221.219)您好！臺灣時間：2022/08/3102:06 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 電子全文 紙本論文 QRCode 本論文永久網址: 複製永久網址Twitter研究生:戴宏志研究生(外文):Hong-ChihDai論文名稱:社會戲劇遊戲訓練對於增進自閉症兒童社交技巧之研究論文名稱(外文):UsingSociodramaticPlayTrainingtoImproveSocialSkillsofaChildwithAutism指導教授:楊梅芝學位類別:碩士校院名稱:國立彰化師範大學系所名稱:特殊教育學系所學門: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:2007畢業學年度:95語文別:中文論文頁數:188中文關鍵詞:社會戲劇遊戲訓練、社交技巧、自閉症兒童外文關鍵詞:sociodramaticpalytraining、socialskills、autism相關次數: 被引用:36點閱:2248評分:下載:548書目收藏:6 摘要本研究旨在探究社會戲劇遊戲訓練是否能增進自閉症兒童的社交技巧。

研究中以嘉義縣一名9歲的國小自閉症學童為對象，受試者在語言能力上具有高識字能力，但也存在嚴重的鸚鵡式仿說，不具社交技巧。

研究採用單一受試實驗設計中的跨劇本多探試設計，自變項為社會戲劇遊戲訓練。

事先徵選兩位普通同儕，當受試者與普通同儕分別接受訓練後，再進入實驗介入。

劇本共計有「受傷了」、「買東西」和「一起玩」等三套。

依變項為社交技巧的各種行為表現，例如目標社會行為、主題相關行為、無關社會行為、獨立表現、受提示表現。

各種行為又可以區分為口語性與動作性。

實驗處理階段共計有基線期、劇本訓練期、訓練後介入期以及維持期。

每個階段皆全程攝影，並建立觀察者一致性的信度。

之後運用目視分析法，作成階段內以及相鄰階段內的變化分析摘要表。

並訪問受試者的重要他人，以建立社會效度，了解本實驗介入的效果。

研究的結果綜合論述於下：一、社會戲劇遊戲訓練能有效的促進自閉症兒童目標社會行為的達成率，且在維持期部份也相當穩定。

二、社會戲劇遊戲訓練不能有效促進自閉症兒童主題相關行為的出現率。

受試者僅在較有興趣的句子出現主題相關行為，動作與口語部分往往相互搭配。

三、社會戲劇遊戲訓練能有效降低自閉症兒童無關社會行為的出現率。

無關社會行為的次數能隨介入次數逐漸下降。

諸多動作無關社會行為多與受試者平日的自閉症行為習慣有關。

四、社會戲劇遊戲訓練能有效促進自閉症兒童獨立表現的出現率。

其曲線圖明顯的與目標社會行為的達成率曲線圖結果相似。

五、社會戲劇遊戲訓練能有效降低自閉症兒童受提示表現的出現率。

其曲線圖明顯的與目標社會行為的達成率曲線圖結果形成反比。

六、社會戲劇遊戲訓練能有效的促進自閉症兒童社交技巧於維持期的成效。

無論何種劇本，維持期均能達到80%以上，有時甚至能高達100%。

七、受試者的特教教師與家長，相當肯定社會戲劇遊戲訓練對受試者的正向影響。

例如語言能力的進步、仿說現象的改善以及同儕間的互動。

研究者並針對社會戲劇遊戲訓練在於教學上的實際應用，以及未來研究設計提供建議。

AbstractThepurposeofthestudyaimstoinvestigatetheeffectsofsociodramaticplaytrainingontheimprovementofsocialskillsofachildwithautism.Theparticipantisa9-year-oldthirdgraderwithautismlivinginChiayiCounty.Evenwithahighliteracyrate,hestillexhibitsseriousecholaliaandpoorsocialskills.Amultipleprobedesignacrossscriptsofsinglesubjectexperimentaldesignwasadoptedinthestudy.Theindependentvariableofthestudyissociodramaticplaytraining.Twotypicalpeersfromgeneralclasswereselectedtoattendthestudy.Aftertheindividualtrainingoftheparticipantandpeers,theinterventiontheninitiated.Thethreescriptsofsociodramaticplayareasfollows:“Gothurt!”,“BuySnacks!”,and“Let’sPlay!.”Thedependentvariableisthechangeoftheparticipant’ssocialskills,includingthebehaviorsofsocialskills.Thosebehaviorscomprisetargetsocialbehavior,theme-relatedbehavior,unrelatedsocialbehavior,independentperformanceandpromptedbehavior.Eachbehaviorcanbecodedasverbalornonverbalbehavior.Thestudyconsistsoffourexperimentalconditions.Theyareasfollows:baseline,scripttraining,posttraining,andmaintenance.Allexperimentalconditionswerevideotapedtoconductinterobserveragreement.Someoftheparticipant’ssignificantotherswereinterviewedtoconstructsocialvalidity.Thefindingsareaslistedbelow.1.Sociodramaticplaytrainingcaneffectivelyimprovethecompletionrateoftargetsocialbehavior,andremainssteadyinthemaintenancecondition.2.Sociodramaticplaytrainingcan’tincreasetheprevalenceoftheme-relatedbehaviors.Theyonlyappearedinthesentencesthattheparticipantinterested.Verbalandnonverbalbehaviorswouldemergeinpairs.3.Sociodramaticplaytrainingcangraduallyreducetheprevalenceofunrelatedsocialbehaviors.Theyareinconnectionwiththeparticipant’sdailyautisticbehaviors.4.Sociodramaticplaytrainingcansuccessfullyenhancetheprevalenceofindependentperformance.Thegraphissimilarwiththecompletionrateoftargetsocialbehavior.5.Sociodramaticplaytrainingcanlowertheprevalenceofpromptedperformanceaswell.Itisinverselyproportionaltothecompletionrateoftargetsocialbehavior.6.Sociodramaticplaytrainingcanmaintaintheparticipant’ssocialskillsinthemaintenancecondition.Thecompletionratecanbemorethan80%.7.Theparticipant’steachersandparentallagreedwiththeeffectsoftheintervention,suchasbetterlanguageability,decreaseofecholalia,andmoreinteractionsamongpeers.Eventually,somesuggestionsareprovidedfortheapplicationofteachingandthedesignoffutureresearch. 目次第一章緒論第一節研究背景與動機…………………………………………1第二節研究目的與待答問題……………………………………5第三節名詞解釋…………………………………………………6第四節研究範圍與限制…………………………………………8第二章文獻探討第一節社交技巧的概念與本質…………………………………..11第二節同儕與遊戲在自閉症兒童社交技巧教學中的角色……..32第三節社會戲劇遊戲於自閉症兒童社交技巧教學之應用……..48第三章研究方法第一節研究對象…………………………………………………..61第二節研究設計…………………………………………………..68第三節研究工具…………………………………………………..80第四節研究步驟…………………………………………………..85第五節資料處理與分析…………………………………………..90第四章結果與討論第一節目標社會行為的資料分析………………………………..99第二節主題相關行為與無關社會行為的資料分析……………115第三節獨立表現與受提示表現的資料分析……………………..126第四節社會效度的資料分析……………………………………131第五節綜合討論…………………………………………………136第五章結論與建議第一節結論………………………………………………………..143第二節建議………………………………………………………..148參考文獻……………………………………………………………153附錄次附錄一家長同意書………………………………………………..167附錄二普通同儕挑選計分檢核表………………………………168附錄三社會戲劇遊戲劇本………………………………………..169附錄四遊戲場地安排……………………………………………..172附錄五教學對話卡………………………………………………..175附錄六行為編碼表………………………………………………..178附錄七社會戲劇遊戲行為觀察紀錄表…………………………..180附錄八社會戲劇遊戲訓練方案（普通同儕）…………………..183附錄九社會戲劇遊戲訓練方案（受試者）……………………….184附錄十教學程序檢核表…………………………………………..185附錄十一訪談題綱………………………………………………..186表次表2-1基本社交技巧與複雜表現技巧範例……………………...13表2-2自閉症兒童在DSM-IV-TR與ICD-10中的社會缺陷鑑定標準….19表2-3不同教育階段教導社交技巧所使用的同儕互動方式…...39表2-4認知性遊戲的分類………………………………………...42表2-5社會戲劇遊戲劇本範例…………………………………….55表2-6劇本褪除技巧範例………………………………………….58表3-1個案基本資料……………………………………………….63表3-2同儕資料…………………………………………………….67表3-3普通同儕挑選計分檢核表結果……………………………67表3-4提示系統褪除以及口語和動作提示舉例………………….73表3-5不同研究階段所使用之研究工具………………………….84表3-6各階段目標社會行為觀察者一致性信度紀錄表………….94表3-7各階段教學程序檢核表之信度紀錄表…………………….96表4-1各劇本訓練期口語目標社會行為達成率紀錄表………….100表4-2目標社會行為(口語與動作合計)階段內百分比變化摘要表……106表4-3目標社會行為(口語與動作合計)相鄰階段間百分比變化摘要表…107表4-4目標社會行為(口語)階段內百分比變化摘要表…………..112表4-5目標社會行為(口語)相鄰階段間百分比變化摘要表……113表4-6目標社會行為(動作)階段內百分比變化摘要表…………114表4-7目標社會行為(動作)相鄰階段間百分比變化摘要表……114表4-8目標社會行為與受試者產生的主題相關行為對照表（劇本一）..119表4-9目標社會行為與受試者產生的無關社會行為對照表（劇本一）..120表4-10目標社會行為與受試者產生的主題相關行為對照表（劇本二）…122表4-11目標社會行為與受試者產生的無關社會行為對照表（劇本二）…123表4-12目標社會行為與受試者產生的主題相關行為對照表（劇本三）….125表4-13目標社會行為與受試者產生的無關社會行為對照表（劇本三）….126圖次圖2-1社會能力社交技巧與適應行為的關係…………………….15圖2-2Gresham與Elliot對於社交技巧問題的概念分類………17圖2-3劇本模式為主的社會戲劇遊戲教學流程圖...........53圖3-1普通同儕挑選挑選流程圖………………………………….66圖3-2研究架構圖……………………………………………....68圖3-3教學流程圖………………………………………………….69圖3-4教學對話卡示例(劇本一)…………………………………70圖3-5社會戲劇遊戲個別訓練教學步驟流程圖…………………71圖3-6實驗設計模式………………………………………………76圖3-7研究實驗場所圖……………………………………………79圖3-8研究步驟流程圖……………………………………………89圖4-1受試者目標社會行為（口語與動作合計）百分比曲線圖..103圖4-2受試者目標社會行為（口語與動作分計）百分比曲線圖..111圖4-3各訓練後介入期的主題相關行為與無關社會行為曲線表.117圖4-4各劇本訓練後介入期的獨立表現與受提示表現（動作口語合計）曲線表…………………………………………….....128圖4-5各劇本訓練後介入期的口語獨立表現與動作獨立表現曲線表……129圖4-6各劇本訓練後介入期的口語受提示表現與動作受提示表現曲線表..130 參考文獻一、中文部分吳淑琴、楊宗仁（民91）。

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特殊教育研究學刊，22，75-97。

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由認知角度比較自閉症兒童、一般兒童及智障兒同之遊戲表現。

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台北：五南。

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一位自閉症兒童的語言發展歷程─二年縱貫研究的發現。

特殊教育研究學刊，22，28-43。

張正芬、王華沛（民94）。

「自閉症兒童行為檢核表」之編製及相關研究。

特殊教育研究學刊，28，146-162。

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身心障礙及資賦優異學生鑑定標準。

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美國自閉症兒童廣泛性介入方案介紹。

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 電子全文  國圖紙本論文 推文 網路書籤 推薦 評分 引用網址 轉寄                                                                                                                                                                                                                    top 相關論文 相關期刊 熱門點閱論文 1. ｢劇｣中的交會－創作性戲劇對於國小亞斯柏格症學童社交技巧的改變歷程 2. 遊戲方案對自閉症兒童社會互動能力之影響研究 3. 情緒調控策略介入對自閉症兒童情緒調控表現的行動研究 4. 單一嘗試教學法對增進國民中學自閉症學生社交技巧之成效研究 5. 注意力缺陷過動症兒童情緒相關調節與努力控制及社會技能之研究 6. 特教班學生表演藝術課程教學之行動研究：以南港高中國中部創作性戲劇教學為例 7. 兒童社交技巧發展之研究-以台灣世界展望會台中縣市課後生活教育方案為例 8. 合作式虛擬學習環境應用於自閉症─實作即時溝通系統 9. 戲劇治療應用在酒癮家庭學生生活適應成效之研究 10. 角色扮演教學方案對亞斯伯格學生社會技巧之行動研究 11. 電腦劇本編寫策略增進國小亞斯伯格兒童社會互動之成效 12. 創作性戲劇教學影響注意力缺陷過動症兒童人際關係之研究-以羅東國小資源班為例 13. 以統合方案促進國小集中式特殊教育班與普通班學生之互動 14. 行為取向藝術治療對泛自閉症兒童社會互動之成效 15. 遊戲團體做為國小特殊教育取徑的行動研究~一位資源教師與其情緒行為問題學生的故事   1. 楊宗仁(民94)。

美國自閉症兒童廣泛性介入方案介紹。

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