| Summary: | 碩士 === 國立臺南大學 === 輔助科技研究所 === 100 === This study aimed to investigate the effects of the event-chain-analysis based quick-response-code program on the social problem solving of a college student with high
functioning autism (HFA). The study included two stages. Stage 1 was a case study.Interviews were adopted to gather information about the HFA college student’s social problem
events occurring on campus, followed by the event-chain-analysis for uncovering his difficulties behind these events. With the knowledge, interventions were developed for using in the next stage.
Stage 2, adopting an alternating treatments design, included tree phases—baseline phase, alternating treatment phase (two kinds of chain-event-analysis based intervention programs) and best treatment phase. The independent variable was the intervention with event-chain-analysis based intervention programs. One of the programs, the “teaching + QR code” program, contained the prompt of quick-response-code, while the other one, “teaching
only” program, contained no QR code. The dependent variable was the change occurred on the student’s performance of social problem solving in the target events in terms of six quantitative indicators (frequency, duration, question-answering round number, content
relativity, timing appropriateness, activeness) and two qualitative indicators (types of problem solivng strategies, anxietiness). Data were collected mainly by video taping and further analyzed with visual analysis. The HFA college student himself, the coordinator of the
resource room as well as his roommates and classmates were interviewed again for the social validity of the study.
This study showed positive results for the HFA college student on his performance of social problem solving; this study had a good social validity as well. Main findings from this study were listed as follows:
1. The social problems often encountered by the HFA college student included three types,namely, verbal communication, social interaction and classroom adaptation.
2. The critical difficulties behind the target social problem events of the HFA college student were being unaware of people’s feelings or thoughts.
3. Both the event-chain-analysis based intervention programs (the “teaching + QR code” and the “teaching only”), showed positive effects on the performance of the HFA college student on solving his campus social problems. The “teaching + QR code” program showed better effects.
4. After withdrawing the teaching and leaving only the prompt of the QR code, the improved social problem solving performance of the HFA college student was maintained.
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