國中自閉症學生之同儕接納態度研究

• Main Author: 丁奕瑄
• Other Authors: 許馨仁
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/40114833864885999082

碩士 === 國立高雄師範大學 === 聽力學與語言治療研究所 === 103 === 英文摘要 The purpose of the present study was to examine whether or not peer acceptance of junior high school students for peers with autism is directly affected by the students’ understanding or level of knowledge of Autism Spectrum Disorder (ASD). Participants of the current study were a class of students assigned to the experimental group and another class of students assigned to the control group. An ASD introductory course, an empathy training course and two corresponding questionnaires (i.e., an ASD Understanding Scale and an Peer Acceptance Scale), were designed to provide training and evaluate students’ performance before and after training. It was found that the mean accuracy of the students’ performance in the ASD Understanding Scale before training is close to chance (i.e., 50%) demonstrating limited understanding or knowledge of ASD. After the implementation of the introductory course of ASD, students showed a significant improvement no only in their understanding of autism, measured with the ASD Understanding Scale, but also their acceptance for ASD peers, measured with the Peer Acceptance Scale. In addition, when the students had a better understanding of ASD, implementation of the empathy training course further enhanced the students’ peer acceptance. The student with ASD in the experimental group also expressed a positive feeling of his classmates’ change in their attitude and acceptance. The students’ change was not limited to attitude and acceptance but also reflected in how they interact with the student with ASD. Based on the feedback sheets filled out by students after each class and an interview with the class teacher after training, both students’ knowledge of ASD and level of peer acceptance have shown a positive change, with the students moving from more passive acceptance to more active acceptance. Key words: junior high school students, Autism Spectrum Disorder, peer acceptance attitude, empathy training.