社交技巧教學對增進臺灣泛自閉症障礙學生社會能力成效之後設分析

A Meta-analysis of the Effects of Social Skill Instructions on Students with Autism Spectrum Disorders in Taiwan：A Quantitative Synthesis of Single-Subject Studies

本研究旨在採取文獻分析與後設分析方法（meta-analysis)，統整臺灣近十年自2004年至2013年採用單一受試實驗設計之泛自閉症障礙學生社交技巧教學研究。研究者於國家圖書館台灣博碩士論文系統及台灣期刊論文索引系統搜尋符合研究需求之相關文獻，共計27篇碩士論文及1篇期刊文章符合研究需求。文獻分析內容係依據研究年代、研究對象、研究設計與介入方法等方面，並運用斜率改變效果值進行分析，研究結果發現：
1.社交技巧教學介入的整體斜率改變效果值為0.903，為大的效果量。
2.以介入的13種教學法來看成效，有8種教學法具有大的斜率改變效果值在0.45到1.945之間，有3種教學法在中效果值介於0.099到0.349，有2種教學法在小的效果值0.009和0.037。
3.以不同背景因素來看社交技巧教學方案之成效發現：(1)學齡前階段的效果值為0.412；國小階段低年級的效果值為1.469、中年級效果值為0.571、高年級效果值為0.845，皆達到大的效果量（f 2 = 0.35）；而國中階段的效果值為0.019，達到小的效果量（f 2 = 0.02）。

The purpose of this study was to examine the effect sizes of the single-subject studies concerning social skill interventions applied to students with autism spectrum disorders. The sample was limited to the single-subject studies conducted in Taiwan from 2004 to 2013. The traditional literature review and the meta-analysis were employed to analyze the instant effect, based on the findings of 28 master theses and 1 journal article from National Central Library.
The results are as follows:
1. With respect to the effect size, the instant effect (0.903) was above the large level ( f 2= 0.35).
2. Among 15 interventions, 8 interventions had the effect sizes ranging from0 .45 to 1.945 and their average was above the large level (f 2 = 0.35)；3 interventions had the effect sizes ranging from0 .099 to 0 .349 and their average was above the medium level （f 2 = 0.15）； 2 interventions had the effect sizes of 0.009 and 0.037 respectively and their average was above the small level ( f 2 = 0.02).
3. Due to different factors, the effects of social skill interventions were different. The effects for the preschool stage and elementary school stage were above the large level and those for the junior high school stage was around the small level.
The findings are discussed and the suggestions for future studies are also provided.