同伴介入策略促進輕度自閉症兒童社會互動的介入研究

Research on Interventions for Promoting Social Interaction among Children with Mild Autism through Peer Intervention Strategies

自閉症個體通常自嬰幼兒階段顯現出與常人不同之處，其特徵是不同程度的人際交往障礙、狹隘的興趣和僵化的行爲模式。社交障礙（同伴交往困難）是自閉症兒童的核心障礙之一，對此群體融入正常生活有嚴重影響。研究目的是通過同伴介入法的介入，提升輕度自閉症兒童的社會互動成效。方法採用單一受試中的倒返實驗設計（A-B-A’-B’）。研究結果表明：通過同伴介入策略的介入，該自閉症兒童的同伴交往有了明顯提高，體現在（1）發起活動的次數增加；（2）回應同伴的遊戲互動增加；（3）與同伴交往意願有所提升。

Individuals with autism typically display differences from neurotypical individuals from infancy, characterised by varying degrees of social interaction difficulties, narrow interests, and rigid behaviour patterns. Social challenges (difficulties in peer interaction) are one of the core impairments experienced by autistic children, severely impacting their integration into normal life.
The aim of this study is to enhance the social interaction effectiveness of children with mild autism through peer intervention methods. The method employed was a single-subject reversal experimental design (A-B-A’-B’).
The results indicate that through the intervention of peer intervention strategies, the peer interactions of the autistic child improved significantly, as evidenced by (1) an increase in the frequency of activity initiation; (2) an increase in responsive play interactions with peers; (3) a heightened willingness to engage with peers.