漫畫式對話暨繪本教學對增進亞斯伯格學童與同儕互動之研究

Abstract

摘 要 本研究採用質性研究方法之行動研究，深入了解兩位亞斯柏格學童的社會互動技巧與同儕關係。歷時十週的研究過程，給予研究個案與其同儕進行繪本教學以及針對亞斯伯格學生進行漫畫式對話、討論活動，並透過觀察、訪談與文件的收集了解亞斯柏格學生的困難及改變。經由資料的分析與銓釋之後，研究者得到以下結論:壹、漫畫式對話對AS學生的幫助與影響:1.AS學生對漫畫式對話的接受度良好，幫助AS學生減少挫折及焦慮2.漫畫式對話增進AS學生的情緒表達能力3.漫畫式對話對AS學生是簡單易學、方便的工具而且容易親近的溝通工具。貳、有關繪本教學增進AS學童與同儕的互動品質:1.繪本教學對AS學生及同儕都有助益2.研究者使用直接講述的說故事方式以及過程中加以詢問問題以增進學生的問題解決能力，進而AS學生調整其行為及情緒，提升同儕對AS學生的接受度。參、結合漫畫式對話與繪本對AS學生的益處:透過繪本畫面的呈現對於視覺式思考的AS學生可幫助他們快速理解人際互動的各種相關議題；後者則可以做為與AS學生的討論問題的橋樑，避免他們防衛或拒絕。而且透過繪本故事的教導可以做為長期的行為認知改變的媒介，透過繪本故事的替代經驗可幫助AS學生減少受挫經驗。肆、同儕的角色不可或缺，他們的協助有益於AS學生原班級的適應。伍、AS學生與同儕互動的品質提升。最後也提出建議提供給未來進行相關研究者及AS老師家長參考建議。

Abstract This research adopted the action study, one kind of qualitative method, had been to try to investigate the relationship between two elementary school children with Asperger Syndrome and their peers. This research lasted for ten weeks, the two Asperger Syndrome students had been taught the usage of comic strip conversations and given a picture books teaching program with their two peers. To find out Asperger Syndrome students’ difficulties and how to improve them by observations, interviews and literature review. After data analysis and interpretation, I as the researcher had made some findings and results: First, the helpfulness and influences for Asperger Syndrome students by using Comic Strip conversations method were: (a)The Comic Strip conversations method had been accepted by Asperger syndrome students and also their frustration had been reduced. (b)The emotional expression ability had been improved by using Comic strip conversations. (c)The Comic Strip conversation is a friendly and convenient communication tool for Asperger Syndrome students. Secondly, the picture books teaching program had improved the relationship between Asperger Syndrome students’ and their peers: (a)The picture books teaching program was helpful for both Asperser students and their peers. (b) The direct story telling method and asking of questions had improved Asperser Syndrome students’ problem solving ability and helped them to adjust their emotions and behaviors, therefore, they gained better acceptance from their peers. Third, the advantages of the combination of comic strip conversations and a picture books teaching program were to help Asperger Syndrome student to realize the rapid communication between people and to reduce their defensive behaviors. Moreover, the substitute experience gained by reading picture books could reduce their suffering from frustration and also the teaching picture books program could be the bridge of changing their cognitive behaviors. Forth, the roles of Asperger Syndrome students’ peers were very important,because they knew how to help the student with Asperser Syndrome to fit in. Fifth, the interaction quality between Asperger Syndrome students and their peers had been raised. At last, there were some substantial suggestions for future studies, Asperger Syndrome students’ parents and teachers.