| dc.contributor | 心理系 | - |
| dc.creator (作者) | 姜忠信 | - |
| dc.date (日期) | 2012-10 | - |
| dc.date.accessioned | 2025-05-13 | - |
| dc.date.available | 2025-05-13 | - |
| dc.date.issued (上傳時間) | 2025-05-13 | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/156930 | - |
| dc.description.abstract (摘要) | 自閉性疾患幼童主要的發展障礙是社會性互動障礙及溝通語言的障礙。許多研究顯示造成這些困難的主要原因是在發展早期的相互注意協調能力不足所導致，如何改善這項能力，是學界目前主要關注的焦點之一。學界咸信當改善這項能力，對自閉性疾患幼童的人際及語言能力發展，將帶來顯著的正向影響。但過去國內外研究仍在方法學上有些缺失，本研究將以縱貫研究加以改善過去研究的部分缺失。
本研究擬以三年的計畫，招募40 名年齡在2~4 歲間的自閉性疾患幼童。本研究將採用前-後測控制組設計，比較實驗組，也就是相互注意協調能力介入組與控制組兒童在介入前後的改變，並據此追蹤6 個月、12 個月，瞭解其在社會溝通、遊戲、模仿及語言能力的發展。本研究將以Kasari 等（2006）的介入方法為藍本，加入不同遊戲導向的介入方式及家長訓練，來設計對相互注意協調能力的介入模式。本研究的依變項將包括：（1）早期社會溝通量表、（2）修正式動作模仿量表（3）結構式遊戲量表（4）親子自由遊戲活動（5）Reynall 語言發展量表（6）麥氏嬰幼兒溝通發展量表中文版。
資料分析將採用二因子混和設計，檢視組別（實驗組與控制組），及介入前後與追蹤（介入前、介入後、6 個月追蹤、12 個月追蹤）的兩個主要因子效果。並以回歸分析、時間序列分析等來看兩組兒童在各項能力的發展。預期這項研究能對自閉性疾患兒童的相互注意協調能力介入效果，所帶來自閉症幼童發展上的影響有更多瞭解，並能直接將此介入經驗，應用到臨床與教育的情境中。 | - |
| dc.description.abstract (摘要) | Young children with autism spectrum disorder (ASD) are mainly suffered by marked difficulties in social interaction and language communicative abilities. Literature has proposed that the difficulties in these two domains could be explained by at least one kind of core abilities: joint attention. A number of recent studies have shown that young children with ASD can be taught the repertoire of joint attention. However, the methodology needs to improve to get more precise conclusion. The aim of this study is to examine the efficacy of an 8-week one-to-one therapist training and parent training for joint attention for young children with ASD and follow up these children to know the patterns of developmental trajectory of social communicative, play, imitation and language abilities.
Three years proposal are provided. Forty young children with ASD will be recruited to participate in this study. Candidates will include 2- to 4- years old. A pre-posttest control group design will be employed to examine the outcome of this intervention. The experimental group, i.e., joint attention intervention group, which will be referred Kasari, et al. (2006)’s joint attention intervention strategy and combine parent training together to facilitate ASD children’s development. Six sets of instruments will be used : (1) Early Social Communication Scale (ESCS, Mundy, et al, 2003); (2) modified motor imitation scales; (3) Structural play scale; (4) parent-child free play scale; (5) Reynell Developmental Language Scales; and (6) McArthur Communicative Developmental Inventory-Chinese version.
Two-way mixed design ANOVA will be preformed to compare significance of group and phases. In addition, multiple regression and time series analysis will be used for understanding the developmental pathways of various kinds of social communicative abilities in two groups.
It is expected that the results will enrich our understanding of early developmental trajectory of joint attention in children with ASD by intensive intervention. We hope this new working experience will be used directly in the clinical and educational settings. | - |
| dc.format.extent | 115 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 行政院國家科學委員會, NSC96-2413-H004-021-MY3, 98.08-99.07 | - |
| dc.subject (關鍵詞) | 早期療育; 相互注意協調能力 | - |
| dc.subject (關鍵詞) | Early intervention; joint attention | - |
| dc.title (題名) | 發展自閉性疾患幼兒相互注意協調能力的介入方案 | - |
| dc.title (題名) | Joint Attention Intervention in Young Children with Autism Spectrum Disoder | - |
| dc.type (資料類型) | report | - |
