The Effects of Using Group Play with Teaching Strategies on Promoting Social Skills and Peer Interactions of a School-age Child with Asperger Syndrome

• Main Authors: Yeh, Chien Wen, 葉倩妏
• Other Authors: Li, Tzu Ying
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/54144870938060211781

碩士 === 臺北市立教育大學 === 特殊教育學系身心障礙教育教學碩士學位班(夜) === 101 === The main purpose of this study was to discuss the use of group play with teaching strategies on teach appropriate social skills to elementary school child with AS. The participants of play group included a fifth-grade student with AS and five classmates in this study. An action research was used as research method and data was collected through observation, interviews, teaching diary and reflection. Moreover, the data was analyzed qualitatively in order to understand the interactions among the case with AS and peer. In this study, the social skills taught were included: "can wait and take turns", " Use speech to join / invite peer", " use positive language to communicate with their peers "," To reach the goal cooperatively with peers". There were twenty-four sessions with two sessions (80 minutes in total) per week in this study. The interactions among the case and peers were observed and video taping in each session. Also, the interactions between the AS and his peers in class or outside class were observed randomly. Furthermore, the researcher interviewed the parent, teachers and peers to know the social performance of the case in other situations. The results of this study were as follows: 1. The process of planning the course of group play could improve a teacher’s ability of designing curriculum. 2. Implementation of group play could promote the appropriate social interaction skills of a child with AS. 3. Implementation of group play can affect the peers’ acceptance attitude toward a child with AS. 4. Implementation of group play was with social validity. 5. Implementation of the group play would help the researcher to enhance abilities of cooperation and communication. 6. To create a warm and supportive ecological environment could help child with AS to have a positive interactive relationship with their peers. Finally, the researcher made a number of recommendations for future teachings and researches.