A Case Study on Parental Vocabulary Teaching Strategies for a Child with Autism

• Main Authors: Huang, Ling-Ting, 黃鈴婷
• Other Authors: Tsou, Chi-Zong
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/47498519050760954420

碩士 === 臺北市立大學 === 運動教育研究所 === 102 === The main purpose of this study is to explore how a father taught his child with autism learn vocabulary in daily routines and activities, his teaching strategies, and the challenges and needs the father felt during the process. This study is a case study research, making use of purposive sampling ,ten interviews collected withing a year as main sources, and video observations as supplementary materials. Results of this study were as follows: In the early stages of research, the boy had limited skill in imitaing vocal sounds and had no spontaneous vocabulary. He used maily cries and gestures to express the needs and feelings. He seldom followed commands, and rejected unfamiliar people and siuations. During research from the age of 2;7 to 3;8, the boy's verbal communication and vocabulary development continued to have a progress, although the language performance was lower than those of same age peers. The father used a variety of routines in daily lives to facilitate the boy's language comprehension and expression abilities, for example: the father made use of the boy's favorite and distasteful objects and embed his teaching in eating, play, book reading, daily routines and outdoor activities. In addition, the father used many teaching strategies during interaction with the child, such as providing abundant and various verbal input, asking for action and vocal imitation, encounging pointing and insisting eliciting communicative acts from the child. He used modelling, prompting, contingent responses, clarification, repeated practice, and reinforcement strategies. Beside, the father also cooperated with the boy's mother and older brother to teach the child. Furthermore, the father expressed feeling of frustration and fatigue. He thought that the related services professionals and other parents could provide educational suggestions and psychosocial support and members withing his family could share responsibility to teach and care for the boy, and relieve the pressure of time and physical restraints. The results of this study could provide information and suggestions for parents, practitioners and researchers who are concerned about language acquisition for children with autism.