杜正治劉慧鈴2019-08-282010-1-42019-08-282010http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0596091203%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91662　　本研究旨在探討「充電卡策略」增進自閉症學生專注行為之成效。「充電卡策略」係運用自閉症兒童的特殊興趣，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，研究對象為三位國小普通班中、高年級自閉症學生。教學實驗為期六週，包含基線期、介入期與維持期三個階段。蒐集到的資料以目視分析法與C統計分析之，並與相關人員進行訪談，以了解本研究的社會效度。本研究主要的結論如下： 一、充電卡策略能有效提升國小普通班自閉症學生專注行為。 二、充電卡策略對參與者專注行為有維持的效果。 三、相關人員訪談資料顯示本研究具有良好的社會效度。 四、其中一位參與者具有類化效果。 　　研究者根據上述結論，針對教學及未來研究方向分別提出具體建議。This study investigated the effectiveness of the Power Card Strategy as a treatment to increase on-task behaviors of students with autism. The Power Card Strategy, which incorporates special interests of children with autism to teach social and behavioral skills, was introduced using a design of multiple baseline across-subjects. Three elementary school students with autism in the typical classroom, aged 9 to 12, served as participants. Observation data were collected on the three subjects during baseline, intervention and maintenance phases, lasting for 6 weeks. The visual inspection and time series C statistics were applied to the data analysis. The social validity of the interview data with significant individuals was also addressed. The main findings of this study were as follows: 1. The Power Card Strategy was effective for increasing on-task behaviors with the three participants. 2. The improvements were able to be maintained. 3. Data from interviews with significant individuals indicated a high social validity. 4. Of the three participants, only one was found to be able to generalize his performance to novel settings.充電卡策略自閉症專注行為Power Card Strategyautismon-task behavior