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|Other Titles:||Contextual Incompatibility: A Communicative Feature of Interactions with Children with Mild Autism Spectrum Disorder|
National Taiwan Normal University Department of Special Education
|Abstract:||本研究旨在探究輕症自閉症學生的人際互動表現特徵，研究對象為五位參與社會性技能教學團體的國小四、五年級男童，研究者以觀察者的身分參與全程共13 次的團體歷程，針對五位參與者的人際互動表現撰寫田野筆記。研究者運用語用學工具對此人際互動田野觀察資料進行質性分析，並為每位參與者寫出一份溝通互動描述，以獲得其溝通脈絡特徵的掌握。研究結果發現：一、五位參與者的行動序列表現合於語用學規則；二、五位參與者對字詞意義的理解大致良好：三、五位參與者以不同程度但一致地表現出與交談現場脈絡的不相契合性，研究者稱之為「不共脈絡性」現象。最後，本研究結果指出， 「談話現場行動」與「談話指涉脈絡」兩層次之間的落差顯現於輕症自閉症學生人際溝通活動中，從而表現出無法與人共脈絡的人際互動特徵。研究者將同答研究問題，討論研究所得，並對後續研究方向提出建議。|
Purpose: Although difficulties in communication have been identified as the core features of children with mild autism spectrum disorder, scholars have not been discouraged from understanding the patterns of communication ofthese children. The apparent opposition to observing the communicative performance of children with mild autism spectrum disorder requires further exploration. Reconsidering the predominant viewpoint of "deviation from the norm" regarding the functional discrepancies in the communication of children with mild autism spectrum disorder, this study explored the features of interpersonalinteraction of these children at the lived-experience level to reconceptualize the perceived deficits of these children. Methods: A qualitative method involving pragmatic tools was employed in analyzing the research data. The data were generated using the following steps: First, 5 fourth- and fifth-grade elementary students in a social interaction training group for children with mild autism spectrum disorder were selected as the subjects of observation. Second, the researcher attended all of the 13 group sessions and wrote field notes describing the interactions of the 5 participants with trainers and other children. Third, the interactions of each participant were described by integrating the field notes, which were verified by a co-observer together with the field videos. Fourth, the descriptions were qualitatively analyzed using 4 pragmatic tools: turn taking, adjacency pairs, speech acts, and an indexical. Finally, the interactive pragmatic features of the 5 participants were analyzed and categorized into several general patterns of communication. Results/Findings: First, no significant destruction in conversational action sequences were observed; the 5 participants engaged in conversation with others. Second, thewords used during conversations were satisfactorily comprehended by all of the 5 participants, compared with the other children. In other words, no misi
|Appears in Collections:||特殊教育研究學刊|
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