亞斯伯格與高功能自閉症兒童人際互動團體諮商方案之研究

Abstract

本研究旨在探討以兒童人際互動團體諮商對亞斯伯格症及高功能自閉症兒童人際互動能力之影響。以國小中年級及高年級亞斯伯格症與高功能自閉症兒童為對象，共計12位，依學齡分為高年級團體及中年級團體，各進行10次之半結構式人際互動團體諮商。本研究採用質化與量化分析之混合研究，並採單組前後測準實驗設計，以「行為與情緒評量表」、「情緒障礙量表」及「文蘭適應量表」為資料收集工具，由主要照顧者及學校教師於團體介入前後填寫；團體後對主要照顧者及老師進行質性訪談。 本研究之發現如下： 1. 量化資料分析部分：主要照顧者的觀察資料指出研究參與者在參加團體之後，他們的優勢能力並沒有出現顯著的差異，而他們在情緒上與行為上的問題則有顯著的降低現象，並且其在社會化的適應程度有顯著提升；學校教師的觀察資料則指出他們的學生在參加團體之後，無論是優勢能力、情緒上與行為上問題或者是社會化適應等方面均未出現顯著上的差異。 2. 質化資料分析部分：研究參與者在參加團體之後，他們在人際互動上之具體行為變化包括語言表達能力提升、主動性增加、人際需求增加、情緒控制能力提昇、自省能力提昇、更能關注外界訊息、自信提升、以及互惠分享的行為增加，並且不適當行為出現的頻率也降低了。 3. 整體而論，本研究指出運用人際互動團體諮商策略，將可對罹患亞斯伯格症及高功能自閉症的兒童在人際互動上產生正面的影響。 本研究對未來之研究及治療策略提出多項建議。This study intends to understand the impact of group counseling with children whose clinical diagnosis are either Asperger’s syndrome or high function autism. Twelve participants aged from 9 to 12-year-old were divided into two groups: third and fourth graders, and fifth and sixth graders. The author led both groups; each of them had a seventy-minute session for ten weeks. Mixed method with a quasi-experimental research was employed and pre-test and post-test were conducted in this study. The instrument consists of “Behavioral and Emotional Rating Scale (BERS)”, “Scale for Assessing Emotional Disturbance (SAED)”, and ”Vineland Adaptive Behavior Scales (VABS). All participants’ parents and school teachers were interviewed by the author after the treatment. The result of this study is listed as follows: With the quantitative analysis, this study indicates that the participants’ parents found that after group sessions, their children present less emotional problems, less behavioral problems, more productive behaviors in social interaction, and no significant difference exists in their strength. And the author found that no school teachers reported any change which happened with their students even though they participated in the group process. With the qualitative analysis, the data reveals that significant changes of participants’ social interaction behaviors were identified by parents and school teachers through their daily observation. The changes include the increase of language expression ability, activity level, interpersonal needs, emotional control ability, introspective ability, the ability to pay attention to external information, confidence, reciprocal behaviors and the decrease of inappropriate behaviors. The research also proposed suggestions for the future research and interventions.