互動式體感遊戲方案應用於國小自閉症學生動作表現之成效

Effect of Movement Training with Interactive and Somatosensory Gaming Program for The Elementary School Students with Autism Spectrum Disorder

緒論：自閉症學生在動作學習時，易有空間鏡像及動作部位的錯誤，所以日常生活行為表現不佳，有部分源於動作學習困難；應用互動式體感遊戲科技可影響自閉症兒童的技能認知，改善參加活動的動機。目的探討使用互動式體感遊戲方案介入國小自閉症學生動作表現之成效。方法：採用單一個案研究法的跨受試多基線設計，參與者為三位自閉症國小學生，應用一週2次及每次40分鐘之Switch互動式體感遊戲方案，動作表現包含上肢動作、下肢動作、平衡及身體協調。實驗以互動式體感遊戲方案進行介入結果：Switch互動式體感遊戲方案，對提升自閉症學生動作表現具有立即成效，但無一致維持成效。結論：透過互動式體感遊戲課程方案，提升自閉症學生動作表現。建議：未來研究可以加入不同學習階段、或不同特教類別的學生，並設計讓學生在家中也能使用Switch互動式體感遊戲。

In spite of movement learning requires the ability to imitate. The deficiencies of mirror neuron’s function may lead to difficulties in movement learning and behavior performance. Especially, mirror errors are highly related to students with autism spectrum disorder (ASD). Therefore, the poor performance of daily life behaviors of autistic students is partly due to difficulties in learning movements. ASD children’s fine motor control and visual motor integration ability are weak, bilateral coordination ability is mainly in the process of proprioception and vestibular processing, and there is a connection between sensory integration. Interactive somatosensory games have visual and tactile feedback. Purpose was to explore the effect of using an interactive somatosensory game program to intervene in the motor performance of autistic students in elementary school students with autism. The research design adopts a single case study method with cross-subject and multi-baseline design. The research participants are three autistic elementary school students. The interactive somatosensory game program was used twice a week and 40 minutes each time. The measurement and analysis of movement performance adopts the second edition of Bruinkers-Osirisski motor mastery (BOT-2) and the number of motions of interactive somatosensory games. After the game sports are over, count the number of actions per 20 seconds for each sport. There were two times per week, and 40 minutes each time. Data was collected, and graphical analysis, visual analysis, and C statistical were used. After the intervention of the program, the body coordination of the three research participants in this study has significantly improved in the three aspects of ''jumping of the same side of the hand and foot, jumping of the opposite hand and foot, and challenge of the latissimus dorsi''. Reviewing the literatures, although the research objects and testing tools for body coordination are different, they all show that somatosensory games have significant differences in body coordination, which means that somatosensory games have a certain degree of influence on the physical coordination performance of students with different types of disabilities. The program, which has immediate effects on improving the performance of autistic students' upper, lower limbs, balance and body coordination, but has no consistent effect on maintaining the performance of autistic students. The interactive somatosensory games may affect the skill cognition and the movement performance of children with autism spectrum disdrders and then improve motivation to participate in activities.