The Effects of Diary Writing on Narrative Ability of a Moderate Autistic Elementary Child

• Main Authors: CHEN, HUNG-HUA, 陳虹樺
• Other Authors: LIU,MENG-JUNG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/04119504314041733708

碩士 === 國立高雄師範大學 === 特殊教育學系 === 104 === The purpose of this study was to investigate effects of diary writing on narrative ability of a moderate autistic elementary child. The A-B-A design of single subject study was adopted. The research included three phases: baselines, intervention, and maintenance. After accumulating and evaluating data, the researcher proceeded quantitative data analysis using graphics, visual inspection, and effect size analysis. The researcher also analyzed the interview data of the child’s teacher and the speech therapist as well as the researcher’s observations of the child. The results of this research showed that diary writing had immediate and maintenance effects on narrative ability of a moderate autistic elementary child. The teacher and the speech therapist also saw the positive effects of the implementation of diary writing teaching. The results indicated the following implications: the diary writing teaching could promote the narrative ability of a moderate autistic elementary child by writing about the child’s daily events, applying structured design and the prompt steps from few to more, reviewing the daily events by verbally reciting the diary entries, and combined with repeated daily life events.