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題 名 | 鷹架式語言教學對國小高功能自閉症兒童口語表達能力學習效果研究=The Effects of Scaffolding Instruction on Expressive Language Ability in Children with Autism |
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作 者 | 曹純瓊; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 20 2001.02[民90.02] |
頁 次 | 頁193-220 |
分類號 | 529.68 |
關鍵詞 | 鷹架式語言教學; 國小; 自閉症; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討鷹架式語言教學(scaffolding instruction)對國小高功能自閉症兒童口語表達能力之學習效果。研究方法採用單一受試之跨情境與跨受試之多探試設計,並以類化探試與問卷調查作為補充設計。研究對象為四名高功能自閉兒童,男女各二名,年齡在七歲七個月至十歲三個月,「魏氏兒童智力量表」操作智商70至77,「語言障礙評量表」得分為各年齡組平均數負二個標準差。實驗處理階段,每名樣本接受語意圖、語句卡、情境相片及提出問題等鷹架教學策略之教學實驗結果,經圖示及目測分析結果,證實樣本的口述事件能力、語法句型結構、連貫性、詞彙數及平均句長等五個依變項之口語表達能力皆有改善且呈現類化效果。 |
英文摘要 | The purpose of this study was to explore the effects of scaffolding instruction on the expressive language abilities of children with autism. A design of single-subject multiple probe across conditions and subjects was adopted. The subjects were four elementary school pupil, two boys and two girls, aged from 7:07 to 10:03 years, with performance IQ above 70 and language comprehension/expression above M-2SD in PPVT (Chinese version). Each subject, in each experimental condition, went through phases of baseline, experiment, maintenance, and generalization. During experimental phase, semantic maps, life pictures, sentence cards, and other visual as well as auditory scaffolding strategies were used to teach the subject to describe the experience drown on the pictures. The processes were video-and-audio-tapped. After training to show appropriate inter-observer reliability, the tapes were analyzed by an independent rater. Data were analyzed by visual analysis method. Events narrating ability, sentence structure, sentence coherence, the amount of morphemes, and mean length of utterance (MLU) were analyzed to compare the changes before and after experimental treatment. In addition, open-question questionnaires and interviews were used to gather information from parents and teachers to assess the general effects of scaffolding instruction on the daily life of the subjects. The results are summarized as the following: 1. the scaffolding instruction enhanced the following elements of the expressive language: (1) all subjects improved to have five events narrating elements: who/when/where/how/what, and the improvement also observed during the maintenance phase. (2) All subjects demonstrated improved sentence structures, and the effect remained during the maintenance phase. They could use simple and complex sentences to described life events. (3) The narrative of events was more coherent in experimental and maintenance phases. (4) The amount of morphemes and MLU also increased progressively and the effect remained during the maintenance phase. (5) The feedback from parents and teachers indicated that scaffolding instruction could improve expressive language ability included events narrating ability of the subjects. 2. In generalization probes, all subjects showed improved expressive language ability in events narrating ability, sentence structure, sentence coherence, the amount of morphemes, and MLU. 3. The visual language scaffolded by concrete and coherent life pictures as helpful for children with autism to learn to describe abstract contents of dance and movie. 4. While the expressive language ability improved, the unfunctional utterance and the inappropriate use of pronoun were decreased. 5. All subjects could express their simple feeling and had emotional interaction during generalization probes. The findings were discussed and recommendations were made to apply the scaffolding strategies in special education. Further research will be needed to clarify the usefulness of scaffolding instruction in low function autistic and in other children with special needs. |
本系統中英文摘要資訊取自各篇刊載內容。