虛擬實境科技對一位國小自閉症學生注意力、模仿能力與社會技巧成效之個案研究

研究目的：自閉症學生逐年增加，促進社交能力的介入也日趨多元。本研究利用虛擬實境遊戲的介入，改善一位國小自閉症學生注意力、動作模仿能力及社會技巧的成效。研究方法：本研究採單一個案撤回實驗設計A-B-A，參與者為一位國小四年級集中式特教班自閉症學生，進行每週兩次，一次30分鐘的虛擬實境介入。研究結果：(1)虛擬實境科技對國小自閉症學生選擇性注意力、分離性注意力、持續性注意力與注意力之能力有立即成效。(2)虛擬實境科技對國小自閉症學生的模仿能力有立即成效。(3)虛擬實境科技對國小自閉症學生之社會技巧表現有立即且中等的效果，但無保留效果。結論：虛擬實境科技對注意力、模仿能力及社會技巧學習之立即成效皆有提升，但對社會技巧學習並無保留成效。藉由虛擬實境科技輔助訓練其基本能力而達到提升與人互動技巧的學習可能需有更多的驗證。

Research Objective: The prevalence of students with autism is increasing annually, and interventions to promote social skills are becoming increasingly diverse. This study aims to utilize intervention through virtual reality games to enhance attention, imitation abilities, and social skills in an elementary school student with autism. Research Method: This study adopts a single-case withdrawal experimental design (A-B-A) with a participant who is a fourth-grade autism student in a specialized classroom. The intervention consists of two sessions per week, with each session lasting 30 minutes. Result:(1) The immediate effects of virtual reality technology on selective attention, sustained attention, and the overall ability of attention in elementary school students with autism were observed. (2) Virtual reality technology demonstrated an immediate improvement in imitation abilities among elementary school students with autism. (3) Virtual reality technology had an immediate and moderate effect on the social skills performance of elementary school students with autism, but the effects were not retained over time. Conclusion: Virtual reality technology demonstrates immediate improvements in attention, imitation abilities, and learning of social skills. However, the sustained effectiveness in social skills learning is not retained. Further validation may be needed to explore the potential of using virtual reality technology as an auxiliary training tool to enhance interaction skills by focusing on strengthening basic capabilities.