The Effectiveness of Visual Prompts on Everyday Problem Solving for Elementary School Children with Low Functioning Autism

• Main Authors: Shu-ling Yin, 尹淑玲
• Other Authors: Mei-Hwei Ho
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/72481688453122554639

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 99 === This study targeted on elementary school children with low functioning Autism and explored the effectiveness of visual prompts on their everyday problem solving. Three children with autism from Tainan City were involved and a multiple probe across subjects design of the single subject reasearch was adopted. The research process included four phases, namely, baseline, intervention, maintenance, and 2-month-after-follow-up. The independent variable was providing visual prompts; the dependent variable was the change occurred in the children’s performance of everyday problem solving in terms of four indicators--awareness, aggressiveness, appropriateness, and completeness. Target activities included getting an object located high and opening a bag of cracker; generalization activities included getting a ball on the top of the cabinet and opening a bag of toy. Data were collected mainly by video taping and further analyzed with visual analysis. At the end of the study, three caregivers of the three children were interviewed for the social validity of the study. This study showed positive results for the children with low functioning autism on their performance of everyday problem solving; this study had a fair social validity as well. Main findings from this study were listed as follows: 1. Visual prompts effectively improved the performance of the awareness, the appropriateness, and the completeness of the everyday problem solving for the elementary school children with low functioning autism. As to the aggressiveness, although positive changes were shown, the support data were not sufficient for claiming significant effects. 2. The above positive results of the visual prompts on the awareness, the appropriateness, and the completeness of the everyday problem solving were maintained instantly, and 2 months later as well. As to the aggressiveness, the support data were not sufficient for claiming significant effects. 3. The positive results of the visual prompts on the awareness, the appropriateness, and the completeness of the everyday problem solving were generalized. As to the aggressiveness, although positive changes were shown, the support data were not sufficient for claiming significant effects.