A Case Study of the Influencesof Play Contexts on Opening Conversation Topics of A High-Functioning Child with Autism

• Main Authors: Chung-Hao Liang, 梁崇豪
• Other Authors: Tsung-Ren Yang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/47509205927754576976

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 97 === This study aims to explore the influence of play contexts on opening conversation topics for a five-year-old high-functioning child with autism. This study adopted the method of case study. Besides the target child, two more peers with autism and three normal peers also participated in this study. The target child and these peers formed a play team to participate in every session of the scripted play and free play together. This study explored two play contexts, scripted play and free play. According to the research objectives, this study first qualitatively analyzed the global play context which influenced the target child opening conversation topics first. And then, the differences on how scripted play and free play contexts influence the results of opening conversation topics were analyzed both qualitatively and quantitatively. The research findings are as the following: 1. The key to successfully open conversation topics is to handle related factors of opening conversation topics for the target child with autism. 2. The selection of conversation partners would influence the result of opening conversation topics. 3. The timing of opening conversation topics would influence the result of opening conversation topics. 4. Opening conversation topics from a short distance and face to face would facilitate opening conversation topics. 5. The number of toys would influence the result of opening conversation topics indirectly. 6. The scripted and free play has different advantage in terms of opening conversation topics.