Parents-dominated Questions Strategies to Stimulate Oral Comprehension for Children with Autism Spectrum Disorders (ASD):A Collaborative Action Research

• Main Authors: Chen, Yi-Ju, 陳怡如
• Other Authors: Chang, Chih-Hsuan
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/w4a5dg

碩士 === 國立臺灣海洋大學 === 教育研究所 === 106 === Abstract The main purpose of this study is to explore the effectiveness of “Parents-dominated Questions Strategy” to improve autistic children’s oral comprehension. Collaborative action research method is adopted in this study. Three reaserch subjects in this study are elementary school boys aged 8 or 9 and diagnosed with Autism. 10 lessons are developed during this study period of four months, two hours for each lesson. At the first three weeks, lesson is hold once a week, then, one lesson bi-weekly. Moreover, a series courses to strengthen parenting power is conducted ahead. Prerequisites are taken once a week, totally 6-lesson(6-week). In addition, researcher uses website group to deliver lesson materials to all parents to preview in advance and rise group discussion before and after class. This study employs Professor 林寶貴’s “兒童口語理解測驗” to execute the before and after assessment and evaluation. Relative information is also collected through interview, observation, voice and image recordings of parent-children interaction in / off the class and in other private moments. The key point of this study is trying to find out the progress of boys with Autism, via lessons of parenthood strengthening and parents-dominated questions. The result of this study is witnessed as below: 1.Through the structured and intensive questions dominated by parents, the boys’ abilities of oral comprehension are actually improved, especially in semantic judgement. 2.Autistic children’s growth and changes after classes: (1)Children’s emotion is getting stable. They are able to listen and answer questions patiently. (2)Children’s attention span is extended. (3)Children actively initiate their thoughts for questions. (4)Children are more willing to talk to others. 3.Important lessons from this structured and intensive program: (1)Parenthood training and strengthening classes are essentially prerequisited. (2)Training materials should be student-oriented and focus on students’ personal interest. (3)An in-time help in the class from the researcher is quite supportive. (4)More families’ participation further enhances the lesson’s effectiveness. (5)Group learning module provides truly warm-and-supportive environment. 4.Valuable harvest for the researcher from this study: (1)In this program, from vocabulary building、sentences string、comparison and contradistinguish, to sequence pictures, the process is tightly interlocking. Alough this structured and intensive program could help austism children improving their cognition span, teachers must be cautious and ensure the stability of children’s existing skills whenever plan to step into next training stage. (2)Operational teaching aids successfully stable children’s emotion and further catch their attention and engagement. (3) The materials of this study can be provided as basic references and adjusted the degree of difficuity according to succeeding researches’ needs. According to the said research progcess and findings, researcher humbly offers the above suggestions to interested parties. Key words: Questioning Strategy, Children Diagnosed with Autism, Collaborative Action Research, Understanding of Spoken Language