充電卡策略教學對國中輕症ASD學生學習時專注行為之影響

Abstract

本研究旨在探討充電卡策略教學對國中輕症ASD學生學習時專注行為之影響。「充電卡策略」是運用ASD兒童的特殊興趣，教導適當的社會行為。研究方法採用單一受試法之跨受試多基線設計，研究對象為三位國中資源班輕症ASD學生。本研究自變項為充電卡策略教學，依變項為受試者的「專注行為」。本研究結論如下： 一、充電卡策略教學能有效提升國中輕症ASD學生學習時專注行為。 二、充電卡策略教學對受試者的專注行為表現有維持效果。 三、充電卡策略教學研究具良好的介入滿意度。

This study investigated the effectiveness of the power card strategy as a intervention to increase on-task behaviors of junior high school students with mild autism spectrum disorder . The power card strategy incorporates special interests of children with autism spectrum disorder to teach social and behavioral skills. The single-subject, multiple baseline across- subjects designs was employed in this study. The participants of the study were three junior high school students. The independent variable was the power card strategy intervention , whereas the dependent variable was on-task behaviors of the participants. The results of the study were as follows: 1.The power card strategy intervention was effective in increasing on-task behaviors among the participants. 2.The improvements were able to be maintained. 3.The effects of the power card strategy intervention on on-task behavior showed a good satisfaction.