社會技巧促進系統提升國小低年級學童成效之研究
| dc.contributor | 王慧婷 | zh_TW |
| dc.contributor | Wang, Hui-Ting | en_US |
| dc.contributor.author | 林家如 | zh_TW |
| dc.contributor.author | Lin, Chia-Ju | en_US |
| dc.date.accessioned | 2019-08-28T11:46:12Z | |
| dc.date.available | 2017-07-27 | |
| dc.date.available | 2019-08-28T11:46:12Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | 個體必須具有足夠的社會技巧才能表現出適當的社會互動行為，幫助個體獲得他人接納，以及適應環境。本研究旨在探討社會技巧促進系統（Social Skills Improvement Sysyem，簡稱SSIS）之團體介入課程，輔以同儕介入，能否有效提升國小低年級兒童的社會技巧表現。 本研究採單一受試實驗研究法之研究對象多基準線設計，以四名國小二年級具有社會技巧訓練需求之學生為對象，每名研究對象配對一名班級同儕，介入前，訓練同儕如何與目標學生開啟對話、示範正確的社會技巧，以及給予回饋及提示等技巧，確認同儕熟練技巧後，始得擔任同儕介入者，共同參與SSIS課程。 SSIS課程社會技巧團體介入課程共有十單元，模擬真實情境中可能發生之事件，對應十個目標社會互動行為與社會技巧步驟。在SSIS課程中，研究者說明與示範正確的社會技巧，同儕介入者協助研究對象演練社會技巧步驟，給與目標學生提示或讚美，協助目標學生修正行為，以及增強好的行為表現。 本研究以社會技巧步驟達成率檢核研究對象各階段的社會技巧表現，四名研究對象在視覺分析上均有臨床顯著的行為改變，說明以同儕介入方式進行SSIS團體介入課程，能提升低年級學童社會技巧表現，兩者間具有功能關係。研究結果可知，以同儕介入方式進行SSIS課程對低年級學童社會技巧表現具有立即成效、維持成效與高社會效度，雖有自然情境的行為類化效果，但不明顯。 | zh_TW |
| dc.description.abstract | An individual requires sufficient social skills to demonstrate proper social interaction behaviors, in order to gain acceptance from others and to adapt the envioronment.The current study aimed to investigate the effectiveness of Social Skills Improvement System intervention on promoting young pupils’ social skills performance. Using a single-case concurrent multiple baseline across participants design to examine the effectiveness of SSIS with peer-mediated intervention on four elementary students with social skills training need. At first, the researcher taught the peers the way to initiate conversation with the targeted student, modeling the proper social skills and giving feedback and prompt.The peers who mastered these tasks participated the SSIS sessions with the target students. In this research, there were 10 units of the SSIS which applied to 10 target social behaviors. During the SSIS with peer-mediated intervention, the researcher instructed and modeled the correct social skills. The pairedpeers had to practice social skills with the target students in simulated events and give prompt or praise, and moreover corrected the target students’ behavior and enhance the good performance. The results demonstrated functional relationship between SSIS with peer-mediated intervention and social skills. The intervention had immediate effect, maintenance effect with high social validity on improving social skills of elementary school students. The SSIS could facilitate the generalizations of social skills in natural situation, but non-significant. | en_US |
| dc.description.sponsorship | 特殊教育學系 | zh_TW |
| dc.identifier | G060009004E | |
| dc.identifier.uri | http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060009004E%22.&%22.id.& | |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91457 | |
| dc.language | 中文 | |
| dc.subject | 同儕介入 | zh_TW |
| dc.subject | 社會技巧 | zh_TW |
| dc.subject | 社會技巧促進系統(SSIS) | zh_TW |
| dc.subject | 社會技巧訓練 | zh_TW |
| dc.subject | peer-mediated intervention | en_US |
| dc.subject | social skills | en_US |
| dc.subject | Social Skills Improvement System （SSIS） | en_US |
| dc.subject | social skills training | en_US |
| dc.title | 社會技巧促進系統提升國小低年級學童成效之研究 | zh_TW |
| dc.title | The Effectiveness of Social Skills Improvement System on Young Pupils of an Elementary School | en_US |
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