主題活動搭配社會性故事及錄影帶回饋之社交技巧教學方案對中重度智能障礙學生社交互動行為的影響

Thematic Activities, Social Stories, and Videotape Feedback: Effects on Social Interaction Behaviors of Students with Moderate/Severe Mental Retardation

10.6768/JSE.200606.0055

林淑莉(Shu-Li Lin)

社交互動行為 ； 社會性故事 ； 主題活動 ； 錄影帶回饋 ； 中重度智能障礙 ； social interaction behaviors ； social stories ； thematic activities ； videotape feedback ； moderate/severe mental retardation

特殊教育學報

23期（2006 / 06 / 01）

55 - 83

繁體中文

本研究目的在探究主題活動搭配社會性故事及錄影帶回饋之教學包裹，對3位中重度智能障礙（智障）學生之社交互動行為的影響。2位同儕被訓練作為受試學生的社交互動夥伴。跨行為多基線設計被用以監控每一位受試學生目標行為的改變情形：基線期及維持期不施予任何訓練，僅進行資料蒐集；處理期及遷移期之每次上課內容包括：15分鐘錄影帶回饋評鑑、5分鐘社會故事講述、15分鐘訓練修正、10分鐘休息時間、以及15分鐘練習時間。目視分析與統計資料綜合分析結果顯示：在處理期中，三位受試學生的所有正向社交互動行為（自發行為、適當回應行為、輪替行為、及主動要求）都獲得顯著進步。在遷移期的平行作業學習活動及維持期中，三位受試學生有不同的表現；受試學生甲及受試學生乙之大部分正向目標行為呈現出有效或某種程度的遷移及維持，但受試學生丙的表現則未顯示相同的效果。三位受試學生的不適當互動行為，在課程結束時，也間接呈現了改善的現象。而導師及家長對受試學生介入前後社交互動行為的比較與訪談結果，對本教學方案之社會效度則提供了有利的支持。

This study was designed to explore the effectiveness of an intervention package on the social skills of 3 students with moderate/severe mental retardation by applying the techniques of social stories, thematic activities, and videotape feedback. Two peers were selected and trained as social partners for each participating student. A multiple baseline design across behaviors was used to monitor each participating student's target behaviors. The Baseline phase and Maintenance phase did not provide any prompts or training to participating students; only data was collected. Each training session of the Training phase and Transfer phase consisted of 15 minutes of self-evaluation based on the preceding session using video feedback, 5 minutes of systematic instruction using social stories, 15 minutes of training and correcting, 10 minutes of recess, and 15 minutes of practice. Results of the visual analysis of statistical data showed an increase in all targeted positive social behaviors (i.e., initiative behaviors, appropriate responsive behaviors, turn-taking behaviors, and initiative requests) for all students during the Training phase. Three students showed different results during the Transfer phase and Maintenance phase; most of the positive targeted behaviors of Students A and B evidenced some degree of transfer and maintenance, but Student C didn't display the same level of impact. Additionally, an apparent decrease in inappropriate behaviors was noticed for all participating students at the end of the intervention. The evidence for the social validity of this intervention was provided by the teacher and the parents of the 3 participating students who rated the effect of training on the students.

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