The Effects of Social Intervention on Social Interactions of an Elementary School Student with High-functioning Autism

• Main Authors: Ma Tsai-Yun, 馬彩雲
• Other Authors: Wang Ming-Chung & Wu Yung-Yi
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/5dgx86

碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 97 === The Effects of Social Intervention on Social Interactions of an Elementary School Student with High-functioning Autism Ma Tsai-Yun Abstract The main purpose of this study was to evaluate the effects of social story intervention on social interactions of an elementary school student with high-functioning autism. A 2nd-grade student with high-functioning autism attending the resource program of an elementary school was included in this study. The single- subject experiment with multiple baseline across behavior design is used in this study including baseline, intervention, and maintenance periods. This study consisted 40 sessions, lasting for 10 weeks. The independent variable is the program of social story. The dependent variable is the percentage of social interactions. Social interactions in this study included: greeting, dealing with borrowing, and taking turns in riding an exercise bike. Data was analyzed by using visual inspection techniques, graphic method analysis, and C statistics . The results of this study were as follows: 1. Social story intervention improved social interaction