國小普特合作改善輕度自閉症學生情緒行為問題成功案例之探討

Abstract

本研究採質性研究中的個案研究法，探討國小階段普特教師合作成功改善輕度自閉症學生情緒行為問題的經驗歷程。本研究招募兩位國小輕度自閉症學生的資源班教師及三位導師作為研究對象，以深度訪談方式了解資源班教師、導師於改善輕度自閉症學生情緒行為問題的歷程中，如何建構合作模式並尋求學校行政支援、合作時曾遭遇哪些挑戰，以及能成功改善輕度自閉症學生情緒行為問題的關鍵因素。 研究結果指出，普特教師的合作歷程可分為：合作準備、建立合作關係、情緒行為問題評估、資源整合與計畫擬定、執行介入計畫、評鑑介入成效、合作出現階段性成果，以及合作成效顯現八個階段；上述階段依其歷程又可歸納為「合作初期」、「合作中期」、「合作後期」；普特教師於合作初期建立穩固的合作關係，合作中期則為普特教師介入輕度自閉症學生情緒行為問題、發展出較固定合作模式的時期，主要的合作模式為合作諮詢/諮詢服務模式輔以資源教師模式/輔助服務模式進行。 普特教師於合作後期會遭遇程度不一的挑戰，分別為：「需長期介入才能看見輕度自閉症學生的情緒行為問題改善成效」、「輕度自閉症學生對標記的負面覺知影響情緒行為穩定度」、「普特教師合作成效在校難以真正跨情境」、「學校行政支援服務類別、程度仍有其限制」；面對上述挑戰，普特教師分別以「調整資源班服務方式」、「調整策略介入方向」因應，但也因部分挑戰無法克服形成合作困境，影響普特合作成效。而研究亦發現「導師的教學信念」、「導師引導同儕與輕度自閉症學生正向互動」、「資源班教師對自身角色的覺知」及「學校生態與氛圍」則為普特教師是否能成功改善輕度自閉症學生情緒行為問題的關鍵因素。 最後，研究者針對研究結論，給予資源班教師、導師、其他普通班教師、學校行政人員、家長以及教育行政機關於實務工作方面的具體建議，並提出未來研究建議供參考。

This study adopted the qualitative research of case study method to explore the experience of elementary regular and special education teachers collaboration to improve mild autism student’s emotional behavior problem. This study recruit two elementary mild autistic student 's resource-room teachers and home-room teachers as research object, using in-depthinterview to understanding resource-room teachers and home-room teachers how to construct collaboration model seeking school’s administrative support, which challenges had encountered, and the essential factor of improve autism student’s emotional behavior problem successfully. The results of the study indicated that the process of the regular and special education teachers collaboration can be divided into eight stages:collaborative preparation, establishing collaborative relationship, emotional behavior problem assessment, resource integration and planning, implementing an intervention plan, intervention effectiveness evaluation, collaboration appear stage achievement, and show the collaboration effectiveness. According to the process, these stages also generalize to "initial-collaboration term", "mid-collaboration term", "late-collaboration term". Regular and special education teachers established a stable partnership in initial-collaboration term, and intervened the mild autism student’s emotional behavior problem, developed stable collaboration model in mid-collaboration term, the main mode of collaboration is collaborative consultation / consultation service model supported by resource-room teachers / aid service model. Regular and special education teachers would encounter challenges with varying degrees in late-collaboration term, there are "it needs long-term intervention to see the effectiveness of mild autism student’s emotional behavior problem", "Mild autistic student’s negative awareness of label affect their emotional and behavioral stability", "Regular and special education teacher’s collaborative effectiveness are hard to real cross-context in school", "There are still have restrictions on the types and extent of school administrative support services". Facing above challenges, regular and special education teachers had "adjusted the way of resource class service", "adjusted strategy interventional direction " in responded, but also formed collaborative dilemma because some of the challenges couldn’t be overcome and affected the effectiveness of the collaboration . This study also found that "home-room teacher’s beliefs", " home-room teacher conducting positive interaction of peer and mild autism student’s" ,and "role awareness of resource-class teachers"and "the school’s ecology and environment" are the essential factors of whether regular and special education teachers can improve emotional and behavioral problems of students with mind autism. Finally, the researchers aim at the conclusion of this study, giving resource-class teachers, home-room teachers, other regular teachers, school administrators, parents and educational authorities concrete recommendations of practical work, and made recommendations for future research reference.