親子繪本共讀對提升自閉症幼童語用行為之個案研究

Improving of Pragmatic Behavior for a Young Child with ASD Through Parent-Child Picture Book reading: a case study

本研究以一名3歲的男性自閉症幼童為研究個案，針對其語用行為是否可透過接受親子繪本共讀而有所提升進行探討。本研究自變項為親子繪本共讀，依變項為自閉症幼童在共讀介入中的行為調控、社交互動、共享式注意力等語用行為表現。本研究使用繪本「親愛的動物園」、「小金魚逃走了」及「你看到我的貓嗎？」進行三次親子共讀介入，針對共讀中的語用行為表現進行直接觀察採樣。結果發現親子繪本共讀有提升自閉症幼童的「行為調控」、「社交互動」及「共享式注意力」等語用行為的趨勢，最後本研究也提出後續教學及研究相關建議，以供參考。

This study is to investigate whether pragmatic behavior of a child with ASD can be improved through the joint reading of parent-child picture books. The research subject is a 3-year-old with ASD. The independent variable is the parent-child picture book reading, and the dependent variable is the pragmatic behavior of a child with ASD during reading, such as behavior regulation and control, social interaction and joint attention. Three parent-child joint readings were conducted by reading three picture books --“Dear Zoo.”,“Little Goldfish Escaped.”and“Did you see my cat.”and of parent-child picture books can improve pragmatic behaviors of“behavior regulation and control”,“social interaction”and“joint attention”for a child with ASD.