An Action Research of Play Intervention on the Basic Interaction Skills for An Elementary child with Autism

• Main Authors: Ya-Wan Lee, 李雅雯
• Other Authors: Pei-Yu Chen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/79101373759995537938

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 101 === The purpose of this study was to enhance three basic interaction skills of an elementary child with autism through social skills training. The participant of this study was a second-grade boy with autism. The researcher used action research to explore the effect of play and peer mediator as part of the social skills training program. The content of the social skills training was adapted from the ACCEPTS (A Curriculum for Children's Effective Peer and Teacher Skills) Program developed by Walker, McConnell, Holmes, Todis and Golden (1988). The teaching procedure used during social skills training was cognitive-behavioral intervention model proposed by Goldstein. Using a self-developed "target behavior observation form," the researcher observed three target behaviors every week during a scheduled in-class play activity and during a 10–minute recess. In addition, the research also interviewed the general education teacher and peers involved in the training to understand how they thought about the effects of the intervention. Major findings of this study were as following: 1.Using play and peer as a medium to conduct social skills training showed positive effect on the target behavior, “using an appropriate phrase to ask to join a game,” of an elementary child with autism. 2.Using play and peer as a medium to conduct social skills training showed positive effect on the target behavior, “inviting a peer to play,” of an elementary child with autism. 3.Using play and peer as a medium to conduct social skills training showed positive effect on the target behavior, “using eye contact or oral response to respond to a peer’s initiation during a game,” of an elementary child with autism. 4.The results of interviewing the peers and the general education teacher showed that they all confirmed positive results of this social skills training for the child with autism. 5.When implementing the social skills training, the researcher’s professional competence grew through developing strategies to solve problem, reflecting on the participant’s performance after teaching, and integrating previous research findings into this training program. 6.Results indicated that the interaction, response, communication, and play correspondence of the participant increased during social and cognitive play activities. Based on the findings of this study, the researcher provided suggestions for teachers and future study.