| 中文摘要 |
本研究為應用介入反應模式之多階層概念，協同三所國小規劃與執行自閉症資優生之校本方案，以增進學校團隊處遇自閉症資優生的知能。研究透過方案文件、調查問卷與個別訪談等資料，分析多階層介入服務之校本方案運作與模式建構。本研究依學生優弱勢需求、學校設班類型和介入階層，建構出雙類型三階層、單類型三階層和單類型二階層之介入服務模式|階層一著重在普通班老師調整班級經營型態和個案優勢領域學科的課程調整|階層二採同質性興趣小組進行優勢帶弱勢的特定目標介入，可由普通班、資優班或身障資源班提供如專長充實課程、小團體輔導等服務|階層三則由資優教師或符合個案優勢專長的教師提供優勢才能發展之個別或更小團體的課程。各模式的運作步驟為優弱勢評估、組織團隊、介入前會議、執行介入與檢討修正等循環歷程，且介入階層與順序保有彈性因校制宜。校本方案的正向影響包括校本團隊認同且願持續促進方案運作、扭轉教師弱勢補救的慣性思維與教學取向、協助個案導向正向自我概念與提升學習動機及社會技巧、影響同儕對個案的相處態度與縮短人際距離、增加親子互動機會與利於親師溝通|而運作的阻礙有師資跨域專業不足、優弱勢課程拿捏困難、階層介入順序與指標決定困難、人力負荷過重及共備時間不足、媒合介入時間及同質性小團體不易。本研究亦提出解決阻礙的因應策略、結果應用及未來研究建議，期能裨益自閉症資優生獲得學校本位之多階層介入服務的機會。
Purpose: A school-based program adopting the multitiered concept of Response to Intervention model was developed to improve schools' treatment of gifted students with autism spectrum syndrome. We implemented the program in three elementary schools and analyzed its practicability. Methods: The operation and model development of schoolbased multitiered interventions and services were analyzed using data comprising programrelated documents, survey questionnaires, and individual interviews. Results/Findings: We developed three models according to the needs of the students based on their strengths and weaknesses, special education class types, and intervention tiers, including the intervention service model of dual-type three tiers, single-type three tiers, and single-type two tiers. The first tier focused on the general education teachers' adjustment of general education classroom management and modification of the curriculum for the advantage of gifted students with autism spectrum syndrome. In the second tier, homogeneous interest expertise groups was adopted to intervene with specific goals for focused on the students' strengths in compensation on their weaknesses. This may be conducted through general education classes, gifted education classes, or resource rooms that offer enrichment curriculum with specialty and counseling with small groups. The third tier comprised individual or smallgroup programs that could be developed by gifted education teachers or teachers with similar expertise and was suitable to the advantages of the gifted students with autism spectrum syndrome. A cyclic process was conducted in the following order: assessment of students' strengths and weaknesses, team organizing, preintervention meetings, intervention implementation, and review and correction—all to develop the potential strengths of gifted students with autism spectrum syndrome. Our school-based program of multitiered intervention and service had the following positive effects: the school-based teams identified with the program and were willing to continue promoting the program's operation| teachers' habitual thinking and teaching orientation of remedying students' weaknesses were changed| the gifted students with autism spectrum syndrome could be assisted in developing positive self-concept and increasing learning motivation and social skills| peers' attitude toward getting along with gifted students with autism spectrum syndrome was affected and the interpersonal distance was shortened| parent-child interaction opportunities increased| and parent–teacher communication improved. However, the following limitation were noted: lack of interdisciplinary competency of teachers, difficulties in controlling the course to suit students' strengths and weaknesses, difficulties in determining the tiered orders and indicators, excessively heavy manpower burden, insufficient time to cooperate, and difficulties in suitably matching intervention times and homogenous small groups. Conclusions/Implications: In this study, we presented response strategies for resolving operating obstacles and the application of results. Moreover, suggestions were provided for future studies. Our results may aid in increasing the opportunity for gifted students with autism spectrum syndrome for using school-based multitiered interventions and services. |
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