The Effects of Prompting, Time-delay, and Modeling on Promoting Oral Communication of Children with Autism in the Elementary School–Based on Music Instruction

• Main Authors: Lai Yu-Wei, 賴育蔚
• Other Authors: Chen Shu-yu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/08229096298643592392

碩士 === 臺北市立教育大學 === 身心障礙教育研究所 === 95 === The purpose of this study was to investigate the effect of prompting, time-delay, and modeling (PTM) promoting oral communication of children of primary school with autism under music instruction. A design of single-subject multiple baseline across subjects was adopted. Three students from an elementary school of Taipei City were selected as research subjects. The data was analyzed using visual analysis, C statistics and Z value. Directed observation and interview were also included to establish social validity. The findings of this study were as follows: 1.PTM under music instruction can increase number of times of the behavior for oral communication of children with autism, and have result of reservation. (1)Two out of 3 subjects could increase number of times of the behavior for oral communication, and have result of reservation. (2)Three subjects could increase the rate of the active behavior for oral communication during the experimental intervention, and one subject can increase the rate during the periods of reservation. 2.PTM under music instruction can improve the sentence structure of the oral communication material content, and have result of reservation. All subjects could increase simple sentences during the experimental intervention, and the incomplete sentences were decrease. Two out of 3 subjects could increase simple sentences during the periods of reservation, and the incomplete sentences and unfunctional sentences were decrease. One subject could increase complex sentences during the periods of reservation. 3.The instructional outcomes of PTM under music instruction were also supported by teachers and parents. All teachers and partners hold positive attitude about PTM under music instruction. In addition to the improved targeted behaviors, music and non-music skills of children with autism have obtain obvious progress. In addition to discussing the result of the research, the researcher of this study also made some suggestions for future teaching and research.