社交技巧訓練對高功能自閉症及亞斯柏格症者介入成效之後設分析

吳佳蒨; 鈕文英

doi:10.6172/BSE201207.3702002

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P29 - 57

社会科学 > 教育学

DOI： 10.6172/BSE

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社交技巧训練对高功能自闭症及亚斯柏格症者介入成效之後设分析

A Meta-Analysis of Social Skills Intervention for Individuals with High-Functioning Autism and Asperger Syndrome

吴佳蒨(Chia-Chien Wu) ；钮文英(Wern-Ing Niew)

特殊教育研究学刊； 37 卷 2 期 (2012 / 07 / 01) ， P29 - 57

繁体中文 DOI： 10.6172/BSE201207.3702002

社交技巧训練；高功能自闭症；亚斯柏格症；後设分析； social skill intervention ； high function autism ； Asperger syndrome ； metaanalysis

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摘要 │ 参考文献 (95) │ 被引用文献 (4) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Purpose: This study used meta-analysis to explore the application and effect of 33 social skill interventions on individuals with high functioning autism and Asperger syndrome.Methods: Meta-analysis was adopted to analyze studies published in peer-reviewed journals in English between 2000 and 2011. The studies used single case designs. Percentage of non-overlapping (PND) was employed to calculate effect sizes. Findings: Most participants were males from elementary school. Fewer participants came from preschool, high school, or postsecondary school and none came from junior high school. Social skill interventions were more effective on participants from preschool than from elementary school. The effects on high school and postsecondary students were high; however, the effect on female students was less than on males. Single interventions were more frequent than were multiple ones, and the effect of the former was better than was the latter. Adult interventions (less parental participation) were more frequent than peer interventions and more frequent than a combination of both types of interventions. The effects of adult and peer mediated interventions were moderate. The individual format was used widely. The effect of an intervention delivered by combining the group format with the individual format was excellent; the effect of the individual format was moderate, and the group format alone was mild in effectiveness. Simulated settings with authentic components were employed and had moderate effects; natural settings had no effect. A cognitive behavioral approach was most often employed and was moderately effective. A behavioral approach was also effective. However, a cognitive approach had only a mild effect. Most studies targeted only one type of social skill; a few studies targeted social cognition with mild effect No study targeted nonverbal communication alone. However, certain studies targeted nonverbal communication combined with other types of social skills. Studies that targeted any 3 types of social skills were highly effective. Studies that targeted only 1 type of social skill were the next most effective. Studies targeting 2 or 4 types of social skills were mildly effective. Interventions had a greater effect when the assessment was held in simulated settings versus natural settings. Simulated settings were moderately effective, whereas natural settings had no effect. Finally, the effect of acquisition was moderate, and the effect of short-term generalization was mild; however, short-term and long-term maintenance and long-term generalization had no effect. Those studies that collected treatment integrity and social validity data had effects that were better than studies that did not collect these data. Conclusions/Implications: first, increasing social skills studies of intervening preschool, secondary, postsecondary, and female individuals with high functioning autism and Asperger syndrome, social cognition, by group format and combining group with individual format, with peers and families' participation. Second, implementing social skills studies which emphasize treatment integrity and social validity, analyze maintenance and generalization effects, inquire into the methods of advancing intervention effects at natural settings.

参考文献 ( 95 ) 〈TOP〉

DeCoster, J. (2004). Meta-analysis notes. Retrieved August 23, 2011, from http://www.stat-help.com/meta.pdf.
吴裕益（2008）：单一受试研究效果量分析法。未出版手稿。高雄：国立高雄师范大学特殊教育系。[Wu, Yu-Yi (2008). The use of effect sizes for data analysis in single-subject research. Unpublished manuscript. Kaohsiung, Taiwan: National Kaohsiung Normal University, Department of Special Education.]
教育部（2011）：99 学年度一般学校各县市特教類别学生數统计（身障）。2011 年5 月30 日，取自http://www.set.edu.tw/sta2/frame_print.asp?filename=stuA_city_All_spckind_ABCE/stuA_city_All_spckind_ABCE_20110530.asp。[Ministry of Education.(2011). The statistics by special education code of Taiwan student with disabilities placed in general schools in each county in 2010 academic year. Retrieved May 30, 2011, from http://www.set.edu.tw/sta2/frame_print.asp?filename=stuA_city_All_spckind_ABCE/stuA_city_All_spckind_ABCE_20110530.asp]
Adams, L.,Gouvousis, A.,VanLue, M.,Waldron, C.(2004).Social story intervention: Improving communication skills in a child with an autism spectrum disorder.Focus on Autism & Other Developmental Disabilities,19(2),87-94.
American Psychiatric Association=APA(2000).Diagnostic and statistical manual of mental disorders.Washington, DC:Author.

被引用文献 ( 4 ) 〈TOP〉

Tsai, Shin-Ping,Hong, Ee Rea,Gong, Li-yuan,Ganz, Jennifer B.,Chen, Pei-Yu(2017).THE QUALITY OF SINGLE-CASE RESEARCH FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS IN JAPAN AND TAIWAN: AN INVESTIGATION OF INTER-RATER RELIABILITY AND TREATMENT FIDELITY.当代教育研究季刊,25(4),207-231.
黄泽洋、李翠玲(2014)。自闭症学童辅助沟通系统介入成效：系统性回顾与後设分析。特殊教育与辅助科技学报，7，23-49。
廖嘉程、李嘉年(2017)。自闭症患者社会沟通能力介入方法之後设分析文献回顾。身心障碍研究，15(2)，124-134。
(2023)。同侪中介策略对自闭症大学生社会技巧之成效研究。东台湾特殊教育学报，26，167-195。

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