角色扮演課程介入以增進自閉症幼兒社會互動能力之成效

The Effects of Role-Playing Curriculum Intervention to Increase Social Skills in a Child with Autism

本硏究旨在探討角色扮演課程介入增進自閉症幼兒社會互動能力之成效。採用單一 受試實驗硏究法之跨行爲多基準線設計，硏究對象爲一名六歲中度自閉症幼童。自變項 爲角色扮演介入課程及八名幼兒同儕，依變項爲四向度之社會互動能力(眼神注視、輪流 等待、與人合作、簡單社會用語)以及不適切行爲。實驗處理共分爲三階段，分別爲基線期、 介入期與類化期；本硏究每周進行二到三次的教學，每次三十分鐘，爲期八至十周。本硏 究使用自編觀察紀錄表並以目視分析法來檢核本介入之成效。最後並進行社會效度評估， 以瞭解相關人士對本介入的想法與建議。本硏究結果如下：一、本課程介入後，目標對象之社會互動能力（眼神注視、輪流等待、與人互動、簡單 社會用語的使用等四個目標行爲)有所提升。\r二、本課程的介入可降低目標對象之問題行爲。

The purpose of this study was to implement role-playing curriculum to improve social skills for a child with autism. A multiple baseline design across behaviors was utilized. The targeted participant was a six-year old child with Autism. Four targeted social skills were examined， including eye contacts， taking turns， social interaction， and simple communication with peers. The research procedures included three phases， including baseline， intervention， and maintenance. The targeted participants received 30 minutes of interventions two to three days per week， and total were around 8 to 10 weeks of intervention. Results indicated that was effective for increasing the four targeted social skills. Further evidence of efficacy of this intervention approach was found in the modest improvement in social validity.