The Effects of Interrupted Sensorimotor Routine on Promoting Communicative Behavior of Young Children with autism

• Main Authors: Jhuang-Jheng-Jyun, 莊正君
• Other Authors: Yang-Zong-Ren
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/15665760762500427908

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === This study aimed to develop interrupted sensorimotor routine and to investigate the intervention effects. A single subject research method with multiple probes across settings design was adopted. Three children with autism participated in this study. Each participant has three adults as trainer. The independent variable was interrupted sensorimotor routine, including activities selecting、routine building、interrupting routine、time delayed、and prompting. The dependent variable was communication behaviors of children with autism, including eye contacts、signed gesture、vocalization, and speech. The results indicated that three participants increased the frequency and forms of communication behaviors during activity sessions, and these behaviors successfully replicated across three different trainers. Furthermore, all participants generalized these skills to untrained sensorimotor activities.