同儕介入方案對增進國中輕度自閉症學生社會技巧之行動研究

Abstract

本研究旨在探討同儕介入方案對於國中輕度自閉症學生社會技巧表現的影響。本研究採取行動研究法，以一位國中七年級輕度自閉症學生及六名班級中的一般同儕為主要研究參與者，擬定合適的同儕夥伴介入方案後，透過行動中循環修正的歷程，增進輕度自閉症學生在溝通技巧、求助技巧，以及多元性別互動技巧上的表現。研究結果如下： 一、國中輕度自閉症學生在同儕介入方案的實施後，溝通技巧、求助技巧及多元性別互動技巧皆有不等程度的改善。 二、在國中階段實施同儕介入方案時應注意以下事項： （一）進行同儕介入方案前，依適當標準挑選多名不同性別之同儕有助於介入的實施。 （二）進行同儕介入方案前，安排適當的同儕訓練課程能提升同儕的能力，增進同儕對介入對象的了解。訓練課程中安排角色扮演的演練活動對介入的實施亦有所幫助。 （三）開始進行同儕介入後，持續安排同儕固定時間針對介入方案進行討論活動可監控介入成效，並提供同儕適當協助。 （四）研究者應提供同儕足夠的正向支持，若有必要，提供實質增強亦可維持同儕參與的動機。 最後，研究者依研究結果對現場教育人員以及未來研究，提出相關建議以供參考。

The purpose of this study was to explore the effect of peer-mediated instruction and intervention for a junior high school student with mild autism spectrum disorder on social skills. In this action research, six typical peers were taught to use strategies while they interact with the target student in inclusive settings to improve the target student’s social skills. The results indicated that the social skills of the target student have changed and improved through the peer-mediated instruction and intervention. Findings also suggested that (a) it facilitates the peer-mediated instruction and intervention to select multiple peers of different genders based on appropriate criteria before it starts,(b) before the peer-mediated intervention starts, researcher can enhance the ability of the peers by providing appropriate peer training curriculum, and the role-play exercise in the curriculum would increases the efficacy of the intervention,(c) after the peer-mediated instruction and intervention begins, arranging peers to participate in discussion on the program regularly can help monitor the efficacy of intervention and provide peers with assistance, (d) the researcher should provide peers with adequate positive support; if necessary, providing substantive positive reinforcement can also maintain the peers' motivation for participation.