An Action Research of Relationship Development Intervention Program on A Low-functioning Autistic Teenager

• Main Authors: WANG LI-CHEN, 王麗貞
• Other Authors: Cheng-Fen Chang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/20332007609209488296

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 99 === The purpose of this research was to explore the feasibility of "Relationship Development Intervention Program (RDI)" for enhancing low-functioning autistic teenager’s social interaction skills, including social reference and co-regulation abilities. The Participant in this research is a low-functioning autistic teenage student at junior high school program in a special educational school. Researcher conducted methods based on action research to process seven themes, including exploration phase, implementation phase and maintenance phase, 19 interventions in total, which lasted 11 months. The research findings are as following: 1. RDI program effectively improves participant’s social referencing and co-regulation abilities, as well as some of his/her other characteristics of social skills. 2. RDI program improves participant’s social interaction skills, including enhancement of his/her activeness, confidence, and self-determination. 3. After accepted the RDI program, participant’s behavioral problems were reduced and transferred into continuous positive emotion. 4. During conducting RDI program, the executive needs to be patient, flexible thinking, and considers to adjust strategies coping to participant’s social characteristics. 5. RDI program promotes low-functioning autistic teenager’s social interaction skills. 6. One-on-one intervention works best for participants. Conducting RDI program relies on co-teaching. Based on above findings and reflection, some suggestions were made for future research. Keyword: low-functioning autistic teenager, Relationship Development Intervention Program (RDI), social referencing