紙質和平板社交故事對自閉症光譜障礙兒童提要求技能介入效果的比較研究

A Comparative Study on the Intervention Effects of Paper-Based and Tablet-Based Social Stories on Requesting Skills in Children with Autism Spectrum Disorder

本研究旨在比較紙質社交故事與平板社交故事在提升自閉症光譜障礙兒童提要求技能方面的介入效果。採用單一受試交替實驗設計，對3名自閉症光譜障礙兒童分別進行爲期10天的介入。研究結果顯示，平板社交故事在提升參與者甲、丙兩名兒童，提要求技能方面的效果更快且更穩定，紙質社交故事在提升參與者乙，提要求技能方面的效果更快且更穩定。研究建議未來應擴大樣本量，考慮結合現代信息技術與傳統教學方法，以及建議家長和教師根據兒童的具體情况和需求，靈活選擇和結合使用紙質和平板社交故事。

This study aimed to compare the intervention effects of paper-based and tablet-based Social Stories on improving the requesting skills of children with autism spectrum disorder (ASD). A single-subject alternating treatment design was adopted, and three children with ASD received a 10-day intervention. The results indicated that the tablet-based Social Stories led to faster and more stable improvement in requesting skills for Participants A and C, while the paper-based Social Stories were more effective for Participant B. It is recommended that future studies expand the sample size and consider integrating modern information technology with traditional teaching methods. Additionally, parents and teachers should flexibly choose and combine paper-based and tablet-based Social Stories based on children’s individual characteristics and needs.