選擇性緘默高風險兒童之社會情緒學習教材編製

Abstract

本報告旨在研發因應社交焦慮所編製之社會情緒學習教材，目的教導選擇性緘默高風險兒童覺察自我焦慮情緒，與面對焦慮情境時所應用的策略，以協助兒童發展出自發性溝通互動的表現。依據社會情緒學習概念與認知行為理論設計，編製社會情緒學習教材，其內容包含三個單元，每個單元共兩個主題，並以教材教案、教材學習單、教材PPT呈現，以兩名國小單純性選擇性緘默高風險兒童為試用對象。由兒童的學習改變，包括溝通焦慮（兒童溝通焦慮自我評分表）、溝通成熟度（溝通階段檢核），和兒童重要他人評估的溝通表現功能（溝通表現問卷），以及教材適用性評估，進行社會情緒學習教材檢核適用性。根據教材試用看到兩位兒童學習的改變，歸納以下成果：(1)社會情緒學習概念結合認知行為理論，能有效緩解兒童焦慮情緒(2)兒童能運用社會情緒學習教材策略，在面對焦慮情境時，能逐步克服恐懼達到自發性溝通(3)兒童自發性溝通表現提升，同時增進人際互動表現。最後對實施提出建議。This social-emotional learning program aims to enhance the awareness of children with selective mutism's social anxiety and apply strategies when faced anxiety situation to achieve spontaneous communication and interaction. On basis of social emotional learning and cognitive-behavioral theory, the social emotional program is designed, which consists of three themes and 12 unites. Program for social emotional learning. Include teaching plans, worksheets, PowerPoints to guides two students with at risk selective mutism in the primary school. The assessment of communication anxiety and communication maturity were applied to assess the progressof participating children. Assessments from teachers or other professionals and assessment of teaching materials to verify feasibility of the program’s applicability is working on learning behavior changes. Based on the assessment of this grogram, the following conclusions can be drawn: (1) children can perceive anxiety themselves, (2) children can use the learned strategies to cope with anxiety, (3) the anxiety was alleviated and the spontaneous communication interactions were improved. This project indicated that the program integrating social emotional learning and cognitive behavior strategies to cope social anxiety is feasible to prevent children at risk of selective mutism in early stage.