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Title: 心智理論教學提昇自閉症幼兒社會技巧成效之研究
Other Titles: The Effects of Theory-of-mind Teaching on Social-skill Behaviors for Preschool Children with Autism Spectrum Disorder
Authors: 李淑芬
Shu-Fen Lee
Chen-Fen Chang
Chin-Bin Yeh
Issue Date: Jun-2017
Publisher: 國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
Abstract: 本研究在探討自閉症幼兒接受心智理論教學後社會技巧的進步情形。研究對象為13 位自閉症幼兒(平均年齡5歲) ,以及13位典型發展幼兒(平均年齡4歲9個月)。每位自閉症幼兒接受十次團體的心智理論教學,以心智理論量表與文蘭適應行為量表的前後測結果作為進步的代表。研究結果顯示自閉症幼兒在教學前,心智理論能力低於典型發展幼兒且連顯著水準;教學後,心智理論能力較教學前明顯提升且趨近典型發展幼兒的表現;且在溝通、人際關係、遊戲與休閒等能力亦有提昇。
The purpose of this study was to explore the effects of theory of mind teaching on the increasing of social-skill behaviors of preschool children with autism spectrum disorder(ASD). The subjects were 13 children with ASD, aged 3-6 years old (M=5; 0), ( IQ ≧ 70), and 13 children with typically development controls (M=4; 9). All subjects were administered the WPPSI-R and the theory-of-mind scale. Parents were in the groups both before and after completing Vineland Adaptive Behavior Scale (VABS). Each subject accepted 10 times the group therapy of theory-of-mind teaching. The obtained data was analyzed by use of descriptive statistics and a t-test. The results showed that theory-ofmind scores for the subjects were significantly lower than controls before therapy. After therapy, the subjects have improved the theory-of-mind scores, and communication, socialization, play skills of VABS.
Other Identifiers: 153C1F75-C149-8900-7D89-AC63C03648AB
Appears in Collections:特殊教育季刊

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