國小自閉症學生接受心智理論為基礎介入之效益

Abstract

本研究目的為探討國小自閉症學生接受心智理論為基礎介入之效益，以兩名就讀於某國小低年級心智理論能力不佳之泛自閉症學生為研究參與者，採單一個案研究法之跨行為多探測實驗設計方式進行。本研究分為基線期、介入期和維持期三個階段，介入期實施心智理論教學，透過心智理論測驗在教學前及教學後進行測驗分析及透過心智理論各單元的評量結果以目視分析、C統計方法以及效果量進行量化分析，統計方法以SPSS 23.0 for Windows進行分析，統計顯著性設在p<.05。另外，透過家長填寫心智理論量表以及訪談學生導師及家長瞭解研究參與者在心智理論教學介入前後在情緒與基礎信念、初級錯誤信念及次級錯誤信念的表現。 研究結果為兩位國小自閉症學生接受心智理論為基礎介入之後，在情緒與基礎信念、初級錯誤信念及次級錯誤信念的表現具有立即成效與維持成效，而成效會因研究參與者之語言表達能力而有關聯。導師及家長對心智理論教學於國小自閉症學生之學習成效具有正向回饋。

The purpose of this study was to investigate the effectiveness of theory of mind teaching in improving the Theory of Mind ability of elementary school students with autism. A single subject, cross-behavior multi-detection experimental design was adopted to conduct this investigation. This study was divided into three stages: baselines, intervention and maintenance stage. During the intervention stage, the theory of mind course was implemented, and the visual analysis, C statistical test and effect size are quantified through the pre - and post-test of the Theory of Mind Task Battery and the Theory of Mind evaluation results of each unit. SPSS 23 software package for Windows was used for all statistical analysis. The statistical significance was set at p< .05.Through parents' report in the Chinese version of Theory of Mind Inventory-2 and interviewing student tutors and parents, the social interaction performance of study participants before and after the intervention of theory of mind teaching was understood. The results of the study was that two elementary school students with autism who received theory of mind intervention had immediate and sustained effects on emotions and basic beliefs, primary false beliefs and secondary false beliefs, and the effects were correlated with the participants' verbal ability. The teachers and parents had positive feedback on the learning effect of theory of mind teaching in primary school students with autism.