影片自我示範教學策略對國小自閉症兒童運動技能學習成效之研究

The Effects of Video Self-modeling when Teaching Sport Skills to A Child with Autism

國小自閉症兒童學習運動技能可以改善社會互動和動作能力。目的在探討應用影片自我示範教學策略教導一位10歲國小輕度自閉症兒童的桌球運動技能之學習成效。採單一受試跨行為多探試設計，自變項為影片自我示範的教學策略，依變項分別為桌球向上擊球、反手推球、正手發球等三項運動技能的學習及維持成效。研究者錄製1到2分鐘的自我示範教學影片進行教學後，蒐集個案三項運動技能的動作檢核得分與擊球成功次數成果評量，以視覺分析與C統計輔助分析，進行社會效度問卷及訪談。結果發現採取適應體育的教學原則，來調整運動技能教導，並在教學中給予適當口頭提示及動作的自我示範影片，能使個案運動技能的學習成效出現立即顯著的進步，具有保留效果；在專注觀看自我示範的影片後，能模仿並練習影片中的動作，學會桌球運動技能。影片自我示範教學策略對個案桌球向上擊球、反手推球及正手發球技能，都具有良好的立即與維持效果。

Elementary school children with autism spectrum disorders (ASD) present with difficulties in social interaction and have been frequently identified as having movement impairments. Teaching sports skills to children with ASD may improve their social interaction and motor skills. The purpose of the present study is to investigate the effects of video self-modeling instruction in teaching sport skills to children with ASD. The participant is a ten-year old elementary school child with ASD. A single-subject multiple-probe design with probe conditions across behaviors is used. The independent variable in the present study is video self-modeling instruction strategies. Dependent variables are the performance when learning table tennis skills, including the up-down racket bounce, backhand return shot and forehand target serve. The 1 to 2-minute length clips, edited by the researcher, are used in the intervention phase. The score of object control skills and the number of successful shots including the table tennis up-down racket pounce, backhand return shot and forehand target serve are collected over the course of 9 weeks, three times a week. Visual analysis method and C statistics are applied for the data analysis and social validity is proceeding. Inter-observer reliability data of the study was determined as 97.25%, 95.83% (94.44% - 100%) on up-down racket pounce, 97.78% (88.89% - 100%) on backhand return shot, and 98.15% (88.89% - 100%) on forehand target serve. This research reveals that when a child with ASD is absorbed in the self-modeling video, he or she may imitate the motor skills as seen in the video. Then, the sports skill is taught immediately. The performance of sports skills of children with ASD are improved and maintained by adopting an adapted physical education instruction strategy, verbal prompting, and video self-modeling. Results revealed that video self-modeling is an effective instructional strategy in teaching table tennis skills to children with ASD. The learning of table tennis skills, including up-down racket bounce, backhand return shot and forehand target serve result in immediate effects that are easily maintained.. Parents and teachers agree that video self-modeling is an effective instruction strategy for teaching sport skills. In addition to the results of the study, suggestions for the instructional practice by parent and teachers, and the future research by researchers are provided in the present study.