The Effective of Role-Playing Activities Guiding Social Interaction of Children with Infantile Autisic Spectrum Disorders

• Main Authors: LU HSIA-LING, 盧夏玲
• Other Authors: WANG TA-YEN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/71403961824966245838

碩士 === 明道大學 === 課程與教學研究所 === 104 === 　　This study was to investigate the effects of role-playing games that could enhance social interaction ability of children with autism. The social interaction ability was defined in this paper as that which comprises gazing, mimicking, taking turns waiting, and so on. The subjects were two mild autistic children: One was three years and five months old, and the other was five years and three months old, The all recruited were from a private kindergarten in Taoyuan City. This study used the single-subject design with multiple baselines. The independent variable was social interaction ability, and the dependent variable was the percentage of responses to social interaction ability in natural contexts. Situation-simulated model toys and pictures were employed to teach autistic pupils such skills. The experiment lasted sixteen weeks, which consisted of the two subjects’ baselines, treatment phases, and phases of maintenance. The results indicated that 1.the teaching strategy using role play games had an immediate effect on mild autistic children’s social interaction learning, 2.the learning effects could be steadily maintained, and 3.the learning could be transferred well to other learning. Based on the findings, the study offered suggestions as reference for schools, teachers, and future research.