輕症ASD兒童會話理解能力之研究

林迺超; 張正芬

doi:10.6172/BSE201107.3602003

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P51 - 76

社会科学 > 教育学

DOI： 10.6172/BSE

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轻症ASD儿童会话理解能力之研究

A Study on the Comprehension of Conversation in Children with Autism Spectrum Disorders

林乃超(Nai-Chou Lin) ；张正芬(Cheng-Fen Chang)

特殊教育研究学刊； 36 卷 2 期 (2011 / 07 / 01) ， P51 - 76

繁体中文 DOI： 10.6172/BSE201107.3602003

轻症ASD儿童；会话理解能力；非字面意义语言； Children with ASD ； Conversation comprehension ； Non-literal language

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摘要 │ 参考文献 (34) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

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Purpose: The main purpose of this study was to explore the differences of literal and non-literal comprehension between normal children and children with Autism Spectrum Disorders (ASD). Methods: A test was designed to meet this purpose, which was, entitled ”The Test of Conversation Comprehension”. In the first stage, a total of 667 second to fourth grade normal children from Taipei City and New Taipei City were invited to participate. After conducting pretesting, expert correction, and proof of reliability and validity, the final version of the test included 35 multiple-choice items. The second stage of the study proceeded after matching language comprehension and chronological age. A total of 94 children (47 with ASD, and 47 with normal children) were invited to individually take the ”Test of Conversation Comprehension”, in order to assess their conversation comprehension. Findings: This study made a number of findings. First, the ”Test of Conversation Comprehension” consisted of four subtests, which were: statements, similes, implicature, and irony. The reliability and validity were good and all four sub-tests corresponded well with the theory of linguistic and cognitive development. Second, the children with ASD were found to be apparently weaker in their comprehension of conversation than the normal children, and the weakness appeared in both literal and non-literal understanding. For both the children with ASD and the normal children, misunderstandings in non-literal conversations were caused by interpreting the conversations with literal meanings. Third, no significant differences in difficulties were found during the three sub-tests of similes, implicature, and irony, respectively, of the non-literal conversations for the ASD children. Fourth, the comprehension of literal meaning in both the normal children and those with ASD was not related to chorological age; however, in the children with ASD it was related to their comprehension of language itself. Lastly, the comprehension of non-literal meaning in the normal children was related to their chorological age, while that in the children with ASD was related to their comprehension of language itself. Conclusion/Implications: Based on the above findings, three conclusions were made, which are listed as follows: (1) the ”Test of Conversation Comprehension” could be used to effectively evaluate the comprehension of conversation abilities of children with ASD; (2) non-literal conversation is more frequently misunderstood by children with ASD than normal children, and the proportion of error types differs between the children with ASD and normal children; and (3) for normal children, the difference between the comprehension of literal and non-literal conversation decreases along with their age, while the opposite was found in the ASD group. Based on the research findings, this study made a number of suggestions about the comprehension of conversation for children with ASD, which can be used for further research and teaching purposes.

参考文献 ( 34 ) 〈TOP〉

Adams, C.(2002).Practitioner review: The assessment of language pragmatics.Journal of Child Psychology and Psychiatry,43(8),973-987.
Bara, B. G(2010).Cognitive pragmatics: the mental processes of communication.Cambridge:The MIT Press.
Bara, B. G.,Bosco, F. M.,Bucciarelli, M.(1999).Developmental pragmatics in normal and abnormal children.Brain and Language,68,507-528.
Carter, S.(2009).Bullying of students with asperger syndrome.Issues in Comprehensive Pediatric Nursing,32(3),145-154.
Demorest, A.,Silberstein, L.,Gardner, H.,Winner, E.(1983).Telling it as it isn't: Children's understanding of figurative language.British Journal of Developmental Psychology,1,121-134.

被引用文献 ( 3 ) 〈TOP〉

张正芬、林乃超(2015)。轻症自闭症儿童故事重述能力之研究。特殊教育研究学刊，40(2)，61-90。
(2017)。觉醒与转化：幼儿园教师学习与轻度自闭症儿童的沟通策略之历程分析。东台湾特殊教育学报，19，135-156。
(2024)。韵律线索对轻度自闭症和一般儿童理解非字面语言之讽刺意涵的影响。教育心理学报，55(3)，431-457。

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