家長回應能力的改變與自閉症幼兒發展的關聯性研究

林初穗; 張淑慧; 潘惠銘; 邱俊皓

doi:10.6172/BSE.201307.3802003

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P53 - 76

社会科学 > 教育学

DOI： 10.6172/BSE

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家长回应能力的改变与自闭症幼儿发展的关联性研究

Parental Responsiveness Change and Developmental Outcomes of Young Children with Autism

林初穗(Chu-Sui Lin) ；张淑慧(Shu-Hui Chang) ；潘惠铭(Huey-Ming Pan) ；邱俊皓(Chun-Hao Chiu)

特殊教育研究学刊； 38 卷 2 期 (2013 / 07 / 01) ， P53 - 76

繁体中文 DOI： 10.6172/BSE.201307.3802003

自闭症；早期療育；家长回应能力；亲子互动；关键性行为； autism ； early intervention ； parental responsiveness ； pivotal behavior

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摘要 │ 参考文献 (49) │ 被引用文献 (2) │ 国际计量

摘要〈TOP〉

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Purpose: This study was originally designed to compare 2 parent-child interaction curricula in young children with autism. Results showed no reliable differences between the 2 curricula groups regarding measures of child development or parent-child interaction. We then decided to further compare the effects of both interventions combined based on whether the mother followed through with the intervention (i.e., became more responsive during intervention). Methods: Thirty-three young children with autism (M=36.61 months) were recruited from 2 child psychiatric clinics in Chung-Gung Memorial Hospital and Tao-Yuan Mental Health Center, Taiwan for 2 years. Twelve children with autism and their caregivers participated in the first year study, and 21 children with autism and their caregivers participated in the second year study. This study used the Maternal Behavior Rating Scale-Revised (Mahoney, 1999) to determine if the caregiver had become more responsive from the pretest to the posttest. One group was found to be the responsiveness-change group (N = 18), and the other group was found to be the responsiveness-no-change group (N = 15). Multivariate analysis of covariance (MANCOVA) was used in this study to examine the differences in the developmental outcomes of these 2 groups on their posttests and six month follow-ups. Communication and Symbolic Behavior Scale-Developmental Profile (CSBS-DP; Wether by & Prizant, 2002), Chinese Child Development Inventory (CCDI; Hsu, 1978), and Child Behavior Rating Scale (CBRS; Mahoney, 1999) were used in this study to measure the developmental outcomes of young children with autism. Results: The results of this study showed that there were significant differences between two groups. That is, children in the responsiveness-change group did better on cognition, communication, and social development in either their CCDI/CSBS-DP posttests or follow-ups. The results also revealed that in some areas, the significant differences between two groups were not visable in posttests but were noticeable in follow-ups. Besides, the significant differences between two groups were also found on their pivotal behavior development from CBRS. The pivotal behavior of children with autism in the responsiveness-change group were significantly lower on their pre-tests but were higher in their posttests and follow-ups when their caregivers' responsiveness changed from pre-tests to posttests. Implications: The results of this study indicated that when the mothers followed through, the effects on the children's cognition, communication, and social functioning were significant. The effects of responsiveness appear to be related to children feeling encouraged using more pivotal behaviors that are foundational for children's developmental learning. A change in parental responsiveness is an important factor related to the development outcomes of children with autism in early intervention.

参考文献 ( 49 ) 〈TOP〉

江淑蓉、彭雅凌、姜忠信、林家庆(2012)。共享式注意力多元介入方案療效研究：三名学前中高功能自闭症男童的探究。特殊教育研究学刊，37(2)，59-84。
连结：
姜忠信、彭雅凌、江淑蓉(2010)。个案报告：中低功能自闭症儿童相互协调能力的介入。中华心理卫生学刊，23(1)，125-151。
连结：
姜忠信、彭雅凌、江淑蓉(2010)。个案报告：中低功能自闭症儿童相互协调能力的介入。中华心理卫生学刊，23(1)，125-151。
连结：
柯慧贞、朱倍毅、陸伟明、高振杰、聾毅珊、邱郁雯、方晓喻、林木芬、胡崇元(2008)。更新学龄前儿童行为发展量表的常模。测验学刊，55(2)，313-340。
连结：
黄钰菁、凤华(2007)。学龄前自闭症儿童相互协调注意能力学习成效初探之研究。特殊教育研究学刊，32(1)，121-141。
连结：

被引用文献 ( 2 ) 〈TOP〉

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