题名

不共脈絡性：輕症自閉症學生的人際互動特徵

并列篇名

Contextual Incompatibility: A Communicative Feature of Interactions with Children with Mild Autism Spectrum Disorder

DOI

10.6172/BSE.201407.3902002

作者

莫少依(Shao-I Mo)；張正芬(Cheng-Fen Chang)

关键词

人際互動 ； 不共脈絡性 ； 自閉症學生 ； 語用 ； interpersonal interaction ； contextual incompatibility ； autism spectrum disorder ； pragmatic

期刊名称

特殊教育研究學刊

卷期/出版年月

39卷2期（2014 / 07 / 01）

页次

33 - 59

内容语文

繁體中文
中文摘要

本研究旨在探究輕症自閉症學生的人際互動表現特徵，研究對象為五位參與社會性技能教學團體的國小四、五年級男童，研究者以觀察者的身分參與全程共13次的團體歷程，針對五位參與者的人際互動表現撰寫田野筆記。研究者運用語用學工具對此人際互動田野觀察資料進行質性分析，並為每位參與者寫出一份溝通互動描述，以獲得其溝通脈絡特徵的掌握。研究結果發現：一、五位參與者的行動序列表現合於語用學規則；二、五位參與者對字詞意義的理解大致良好；三、五位參與者以不同程度但一致地表現出與交談現場脈絡的不相契合性，研究者稱之為「不共脈絡性」現象。最後，本研究結果指出，「談話現場行動」與「談話指涉脈絡」兩層次之間的落差顯現於輕症自閉症學生人際溝通活動中，從而表現出無法與人共脈絡的人際互動特徵。研究者將回答研究問題，討論研究所得，並對後續研究方向提出建議。
英文摘要

Purpose: Although difficulties in communication have been identified as the core features of children with mild autism spectrum disorder, scholars have not been discouraged from understanding the patterns of communication of these children. The apparent opposition to observing the communicative performance of children with mild autism spectrum disorder requires further exploration. Reconsidering the predominant viewpoint of ＂deviation from the norm＂ regarding the functional discrepancies in the communication of children with mild autism spectrum disorder, this study explored the features of interpersonal interaction of these children at the lived-experience level to reconceptualize the perceived deficits of these children. Methods: A qualitative method involving pragmatic tools was employed in analyzing the research data. The data were generated using the following steps: First, 5 fourth- and fifth-grade elementary students in a social interaction training group for children with mild autism spectrum disorder were selected as the subjects of observation. Second, the researcher attended all of the 13 group sessions and wrote field notes describing the interactions of the 5 participants with trainers and other children. Third, the interactions of each participant were described by integrating the field notes, which were verified by a co-observer together with the field videos. Fourth, the descriptions were qualitatively analyzed using 4 pragmatic tools: turn taking, adjacency pairs, speech acts, and an indexical. Finally, the interactive pragmatic features of the 5 participants were analyzed and categorized into several general patterns of communication. Results/Findings: First, no significant destruction in conversational action sequences were observed; the 5 participants engaged in conversation with others. Second, the words used during conversations were satisfactorily comprehended by all of the 5 participants, compared with the other children. In other words, no misinterpretation of word meaning by the 5 participants was observed. Finally, all 5 participants showed, although in distinct manners and at different degree, incompatible responses to the ongoing conversational contexts. This feature in communication was named ＂contextual incompatibility＂ in this study and indicated contextual mismatch when children with mild autism spectrum disorder engaged in conversations with others. Conclusions/Implications: The perceived difficulties in communication of children with mild autism spectrum disorder resulted from a discrepancy between ＂congruent conversational actions＂ and ＂incongruent referential contexts＂ when the participants engaged in conversations with others. This understanding provides a new approach to conceptualizing the perceived deficits of children. Further discussion on the research results and suggestions for future study are provided.
主题分类 社會科學 > 教育學
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被引用次数
  1. 藍瑋琛,王若穎(2023)。社會戲劇手足遊戲方案提升自閉症兒童話題維持之成效。特殊教育發展期刊，75，25-40。
  2. 莫少依,張正芬(2021)。什麼是進步？一個關於輕症自閉症青少年社會互動的現象學研究。中華輔導與諮商學報，61，21-56。
  3. 田統成,于曉平(2021)。那些年，我們一起追的女孩、男孩－兩位自閉症譜系青少年的追愛歷程之敘事探究。特殊教育研究學刊，46(1)，59-84。
  4. 翁辰郡,胡中宜(2022)。學校社工師服務國中小自閉症學生角色內涵之初探。輔導與諮商學報，44(2)，33-57。
  5. 顏瑞隆、葛竹婷(2016)。探索輕度自閉症者的世界。國教新知，63(4)，30-36。
  6. (2017)。覺醒與轉化：幼兒園教師學習與輕度自閉症兒童的溝通策略之歷程分析。東臺灣特殊教育學報，19，135-156。
  7. (2023)。語言行為與語言行為結合音樂教學對提升泛自閉症兒童互動式語言之成效與差異。特殊教育學報，58，85-120。
  8. (2024)。韻律線索對輕度自閉症和一般兒童理解非字面語言之諷刺意涵的影響。教育心理學報，55(3)，431-457。
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