| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士在職專班 === 107 === This study is based on the application of the first and second editions of “Five-step model for social skills programming” by resource class teachers to develop and execute social skills programs to improve the social skills of an autistic elementary school student from a standard classroom. The study will explore the implementation procedures of the “Five-step model for social skills programming” and how it affects or changes the design and execution of a social skills curriculum. This study utilizes behavioral research methods such as interviews, scales, and observation to gather data on the current social skills status of autistic students and establishing long and short-term educational goals. Finally, the 2 short-term goals of “speaking at an appropriate volume” and “saying friendly things” were selected as the education goals of this study; 5 thinking questions were utilized to identify the skill performance defects of autistic students when “speaking at an appropriate volume” and skill obtaining defect of “saying friendly things”. The study selected education strategies such as multimedia, observation, film demonstration, storybook reading, behavior training, explanation of social rules, and roleplaying. Individual teaching was utilized for “speaking at an appropriate volume” while individual and group teaching were both utilized for “saying friendly things”. The area used for group learning was the after-school program; individual teaching was held 4 times while group teaching was held 6 times. During this study, researchers analyzed interview records, discussion records, and observation records as well as journals of research activities; finally, analytical induction was used to analyze and organize responses to the questions proposed in this study. The summary of research conclusions is as follows: 1. The “Five-step model for social skills programming” provides a comprehensive structure to resource class instructors for developing and executing social skills curriculums. 2. After undergoing a social skills curriculum, autistic students showed improvements in both “speaking at an appropriate volume” and “saying friendly things”. 3. After utilizing the “Five-step model for social skills programming”, the design and execution of social skills curriculums by resource class instructors was able to change. The researchers propose suggestions as future reference for teaching and studies, including utilizing a scale of social skills, simultaneously conducting individual and group teaching, allocating a peer guide during group teaching, utilizing teaching strategies based on student characteristics and learning goals, implement classes with peer partners, setup a workshop, and using classes as the unit of interference for conducting studies in teaching social skills.
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