團體諮商對亞斯伯格症兒童人際發展之個案研究

Abstract

本研究旨在探討人際發展團體諮商對提升國小低年級亞斯伯格症兒童的人際發展之輔導成效。採用ABA單一受試實驗設計，研究對象為二名經兒童精神專科醫師診斷或疑似為亞斯伯格症兒童，進行為期10週的半結構式人際發展團體，自變項為兒童人際發展團體諮商方案，依變項為溝通表達能力、優勢能力、情緒困擾程度及社會化適應能力之改變情形，並以「溝通表達行為觀察量表」、「行為與情緒評量」、「情緒障礙量表」與「文蘭適應量表教室版之社會化領域」作為資料收集工具。 本研究結果發現：1.二位受試兒童在團體諮商後之溝通表達能力均有提升。2.在優勢能力上，主要照顧者認為受試兒童M1在優勢家庭參與及優勢學校表現均有進步、導師認為其在優勢情感有進步；受試兒童M2在主要照顧者的評定中，各方面優勢能力皆有進步、導師則認為其優勢學校表現有進步。3.在情緒困擾程度部分，二位受試兒童均顯得沒有改善，僅有M2的主要照顧者的評分中略顯下降。4.在社會適應能力方面，二位主要照顧者皆認為受試兒童有進步，但學校導師皆評定二位受試兒童有退步的情形。 整體而言，團體諮商能提升亞斯伯格症兒童部分人際發展成效，最後針對未來研究及諮商相關專業人員提出建議。The purpose of this study was to explore the effectiveness of group counseling targeting interpersonal relationship development for the lower grade children with Asperger’s syndrome. The method of the research adopted the single-subject experimental designs. The participants were two children (M1 and M2) who were diagnosed or suspected to be Asperger’s syndrome by the psychiatrist. The two children participated in 10 half-structure sessions of interpersonal relationship development group. The independent variable was the group counseling program and the dependent variables were communication and expression ability, strength, emotional disturbance, and social adaptive ability. The measuring instruments consisted of Behavior observation checklist on communication and expression, Behavioral and Emotional Rating Scale, Scale for Assessing Emotional Disturbance, and Vineland Adaptive Behavior Scales. The findings of this study were: 1. Two participants’ ability on communication and expression were enhanced. 2. The key care-giver believed M1’s family involvement and school function were improved and the school teacher thought his affective strength was increased. M2’s key care-giver rated all of his strength with improvement and the school teacher rated only his school function was improved. 3. The assessments showed that two participants’ emotional disturbances were not improved but M2’s key care-giver thought his score was slightly decreased. 4. The key care-givers rated both participants’ social adaptive ability with improvement; however, each child’s school teacher contradicted the care-givers’ opinion. Overall, the group counseling could enhance a certain level of effectiveness on interpersonal relationship development for the children with Asperger’s syndrome. The research made suggestions for future researches and counselors.