英文摘要 |
The purpose of this study was to explore the effects of infusing social skill instruction with a board game for improving the social adaptation of a child with ADHD in primary school. The A-B-A-B experimental design of the single subject research was adopted. The research period was 18 weeks. The length of the experiment was baseline (A1) four points, intervention (B1) six points, baseline (A2) three points and intervention (B2) five points. Each experimental point was 30 minutes. The consistency between observers was examined by reviewing the video recording the student’s behaviors. The data was analysed by using visual analysis. Social validity was established by completing the questionnaire by the student’s mentor and parents. Based on the results, the following conclusions can be drawn: First, ''taking turns'' and ''concentration in the game'' were improved about 50% from both baselines to interventions (A1 to B1; A2 to B2). The effects of social skill instruction infusing with a board game was proved to improve the social adaptive behaviors of the ADHD child. Second, the student’s mentor and parents both considered that the behaviors ''taking turns'' and ''concentration in games,'' were improved. The positive social validity was supported. |