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題名：鷹架式語言教學對國小高功能自閉症兒童口語表達能力學習效果研究
書刊名：特殊教育研究學刊
作者：曹純瓊 引用關係
作者(外文)：Tsau, Chwen-chyong
出版日期：2001
卷期：20
頁次：頁193-220
主題關鍵詞：鷹架式語言教學；國小；自閉症
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(6) 博士論文(5) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:11
  • 點閱點閱:116
　　　　　本研究旨在探討鷹架式語言教學（scaffolding instruction）對國小高功能自閉症兒童口語表達能力之學習效果。研究方法採用單一受試之跨情境與跨受試之多探試設計，並以類化探試與問卷調查作為補充設計。研究對象為四名高功能自閉兒童，男女各二名，年齡在七歲七個月至十歲三個月，「魏氏兒童智力量表」操作智商70至77，「語言障礙評量表」得分為各年齡組平均數負二個標準差。實驗處理階段，每名樣本接受語意圖、語句卡、情境相片及提出問題等鷹架教學策略之教學實驗結果，經圖示及目測分析結果，證實樣本的口述事件能力、語法句型結構、連貫性、詞彙數及平均句長等五個依變項之口語表達能力皆有改善且呈現類化效果。
　　　　　The purpose of this study was to explore the effects of scaffolding instruction on the expressive language abilities of children with autism. A design of single-subject multiple probe across conditions and subjects was adopted. The subjects were four elementary school pupil, two boys and two girls, aged from 7:07 to 10:03 years, with performance IQ above 70 and language comprehension/expression above M-2SD in PPVT (Chinese version). Each subject, in each experimental condition, went through phases of baseline, experiment, maintenance, and generalization. During experimental phase, semantic maps, life pictures, sentence cards, and other visual as well as auditory scaffolding strategies were used to teach the subject to describe the experience drown on the pictures. The processes were video-and-audio-tapped. After training to show appropriate inter-observer reliability, the tapes were analyzed by an independent rater. Data were analyzed by visual analysis method. Events narrating ability, sentence structure, sentence coherence, the amount of morphemes, and mean length of utterance (MLU) were analyzed to compare the changes before and after experimental treatment. In addition, open-question questionnaires and interviews were used to gather information from parents and teachers to assess the general effects of scaffolding instruction on the daily life of the subjects. The results are summarized as the following: 1. the scaffolding instruction enhanced the following elements of the expressive language: (1) all subjects improved to have five events narrating elements: who/when/where/how/what, and the improvement also observed during the maintenance phase. (2) All subjects demonstrated improved sentence structures, and the effect remained during the maintenance phase. They could use simple and complex sentences to described life events. (3) The narrative of events was more coherent in experimental and maintenance phases. (4) The amount of morphemes and MLU also increased progressively and the effect remained during the maintenance phase. (5) The feedback from parents and teachers indicated that scaffolding instruction could improve expressive language ability included events narrating ability of the subjects. 2. In generalization probes, all subjects showed improved expressive language ability in events narrating ability, sentence structure, sentence coherence, the amount of morphemes, and MLU. 3. The visual language scaffolded by concrete and coherent life pictures as helpful for children with autism to learn to describe abstract contents of dance and movie. 4. While the expressive language ability improved, the unfunctional utterance and the inappropriate use of pronoun were decreased. 5. All subjects could express their simple feeling and had emotional interaction during generalization probes. The findings were discussed and recommendations were made to apply the scaffolding strategies in special education. Further research will be needed to clarify the usefulness of scaffolding instruction in low function autistic and in other children with special needs.
期刊論文
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13.Hepting, N. H.、Goldstein, H.(1996)。What's natural about naturalistic language intervention?。Journal of Early Intervention，20(3)，249-265。  new window
14.Hemmeter, M. L.、Kaiser, A. P.(1994)。Enhanced milieu teaching: Effects of parent-implemented language intervention。Journal of Early Intervention，18(3)，269-289。  new window
15.HowIin, P.(1989)。Changing approaches to communication training with autistic children。British Journal of disorders of Communication，24，151-168。  new window
16.Graves, M. F.(1996)。Scaffolded reading experiences for inclusive classes。Educational Leadership，53(5)，14-16。  new window
17.Creekmore, N. N.(1982)。Use of sign alone and sign plus speech in language training of nonverbal autistic children。Journal of Applied Behavior Analysis，6(4)，45-55。  new window
18.Charlop, M. H.(1986)。Setting effects on the occurrence of autistic children's immediate echolalia。Journal of Autism and Developmental Disorders，16(4)，473-483。  new window
19.Martin, L. E.(1996)。Scaffolding books for children: mothers' metacognitive decisions。Reading Psychology，17(2)，159-180。  new window
20.Orelove, F. P.、Sobsey, R. N. D.(1991)。Effects of a voice output communication aid on interactions between support personnel and an individual with multiple disabilities。Journal of Applied Behavior Analysis，28，73-77。  new window
21.Rothenberg, D. C.(1996)。Recent international document and journal articles from the ERIC datebase。International Journal of Early Years Education，4(1)，89-92。  new window
22.宋維村(19941200)。自閉症診斷的演進及其在教育上的意義。教師天地，73，22-28。  延伸查詢new window
23.Hobson, R. P.(1986)。The Autistic Child's Appraisal of Expressions of Emotion。The Journal of Child Psychology and Psychiatry，27(3)，321-342。  new window
24.Jarrold, C.、Boucher, J.、Russell, J.(1997)。Language profiles in children with autism: Theoretical and methodological implications。Autism，1，57-76。  new window
25.Koegel, L. K.、Camarata, S. M.、Valdey-Menchaca, M.、Koegel, R. L.(1998)。Setting generalization of question-asking by children with autism。American Journal of Mental Retardation，102(4)，346-357。  new window
26.Lawrence, S. M.(1996)。From the park bench to the (writing) workshop table: Encouraging collaboration among inexperienced writers。Teaching English in the Two-Year College，23(2)，101-111。  new window
27.Baltaxe, C. A. M.、D'Angiola, N.(1996)。Referencing skillsin children with autism and specific language impairment。European Journal of Disorders of Communication，31，245-258。  new window
28.Beisler, J. M.、Tsai, L. Y.、Vonk, D.(1987)。Comparisons between autistic and nonautistic children of the test for auditory comprehension of Language。Journal of Autism and Developmental Disorders，17(1)，95-103。  new window
29.Frankel, J.、Simmons, IV J. Q.、Richey, V. E.(1987)。Reward Value of Prosodic Features of Language for Autistic, Mentally Retarded, & Normal Children。Journal of Autism and Developmental Disorders，17(1)，103-125。  new window
30.Frith, U.(1989)。A new look at language and communication in autism。British Journal of Disorders of Communication，24，123-150。  new window
31.Pring, L.、Hermelin, B.、Heavey, L.(1995)。Savants, segments, art and autism。The Journal of Child Psychology and Psychiatry，76(6)，1065-1076。  new window
32.Prizant, B. M.(1983)。Language acquisition and communicative behavior in autism: Toward and understanding of the 'whole' of it。Journal of Speech and Hearing Disorders，48，286-296。  new window
33.Rydell, P. J.、Mirenda, P.(1991)。The effects of two levels of linguistic constraint on echolalia and generative language production in children with autism。Journal of Autism and Developmental Disorders，21(2)，131-157。  new window
34.Violette, J.、Swisher, L.(1992)。Echolalic responses by a child with autism to four experimental conditions of socio-linguistic input。Journal of Speech and Hearing Research，35(1)，139-147。  new window
會議論文
1.Kamhi, A. G.(1983)。Clinical and educational perspectives on language intervention for children with autism。Memphis。  new window
2.Watson, L. R.(1999)。自閉症的語言溝通。沒有紀錄。14-17。  延伸查詢new window
3.Prizant, B. M.(1984)。Toward an understanding of language symptomatology of visually-impaired children。Vancouver, Canada。  new window
4.Soong, W. -T.、Cheng, H. -W.、Chiang, C. -H.、Chen, H. -Y.(1996)。A comparative study of communication function in young children with autism or mental retardation。沒有紀錄。  new window
研究報告
1.林寶貴、黃瑞珍、彭千紅(1997)。兒童書寫語言發展指標研究。沒有紀錄。  延伸查詢new window
2.莊冠月、王大延(1998)。結構性教學對增進自閉症學童認知能力之成效研究。沒有紀錄。  延伸查詢new window
3.宋維村、程小危(1996)。自閉症與配對組智能不足兒童之相互注意協調能力，情緒分享能力，語言發展之追蹤比較研究。沒有紀錄。  延伸查詢new window
學位論文
1.Bruster, B. G.(1991)。Instructional scaffolding: The effective use of teacher-student dialogue(博士論文)。Texas Woman's University。  new window
2.Stewart, J. P.(1990)。Implementing early literacy: promising success for all kindergarted children(碩士論文)。Illinois University。  new window
3.Whelley, J. W.(1993)。Weekend report: A qualitative study of the scaffolding strategies used by a teacher of children with handicaps during a 'sharing time' discourse meet(博士論文)。The University of Cincinnati。  new window
4.倪志琳(1999)。結構教學法對學齡前自閉症兒童學習成效之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
5.Volden, J.(1991)。Pragmatic language dysfunction on autism: Referential communication and perspective taking in autistic speakers，Canada。  new window
6.Janes, H. A.(1995)。Engagement and response in an intervention program: Sociocultural factors affecting the construction of literacy in immigrant latino families，Santa Barbara, CA。  new window
7.Jay, E. S.(1996)。The nature of problem finding in students' scientific inquiry (ninth graders. )，0。  new window
8.Lajoie, R.(1995)。Measuring scaffolding activity in mother-child interactions: Evidence for the reliability and validity of the system for rating tutor Behaviour，0。  new window
9.Choi, S.(1992)。Mothers' and older siblings' scaffolding of preschool children's pretend play，0。  new window
10.Felini-Smith, L.(1991)。Relationship between selected behaviors and developmental skills in children with autism，0。  new window
圖書
1.宋維村、國立臺灣師範大學特殊教育研究所(1992)。自閉症兒童輔導手冊。教育部第二次全國特殊兒童普查工作執行小組。  延伸查詢new window
2.Frith, U.(1991)。Autism and asperger syndrome。Cambridge：Cambridge University Press。  new window
3.Schopler, E.、Mesibov, G. B.(1985)。Communication problems in autism。New York, NY：Plenum Press。  new window
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5.陳李綢(1992)。認知發展與輔導。臺北市：心理出版社。  延伸查詢new window
6.陳榮華(1997)。魏氏兒童智力量表指導手冊。臺北：中國行為科學社。  延伸查詢new window
7.Brimer, R. W.(1990)。Students with severe disabilities: Current perspectives and practices。California：Mayfield Publishing Company。  new window
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15.林寶貴(1992)。語言障礙評量表。語言障礙評量表。沒有紀錄。  延伸查詢new window
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17.許世瑛(1972)。中國文法講話。臺北：臺灣開明書店。  延伸查詢new window
18.劉蘭英、孫全洲(1997)。說語法語修辭。說語法語修辭。臺北。  延伸查詢new window
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20.Butera, G.、Haywood, H. C.(1995)。Cognitive education。Learning and cognition in autism。N. Y.。  new window
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22.Happe, F.(1995)。Autism。Autism。Massachusetts。  new window
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25.Prizant, B. M.、Schuler, A.(1987)。Facilitating communication: theoretical foundation。Handbook of autism and pervasive developmental disorders。N. Y.。  new window
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圖書論文
1.Grandin, T.(1995)。How people with autism think。Learning and cognition in autism。New York：Plenum。  new window
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4.Clay, M. M.、Cazden, C. B.(1990)。A Vygotskian Interpretation of reading recovery。Vygotsky and education。New York：Cambridge University Press。  new window
5.Koegel, L. K.(1995)。Communication and language intervention。Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities。Baltimore, Maryland：Paul H. Brookes Publishing Co.。  new window
6.McCormick, L.(1996)。Language intervention and support。Supporting children with communication difficulties in inclusive settings。MA：Allyn & Bacon。  new window
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9.Wilbur, R. B.(1985)。Sign language and autism。Communication problems in autism。New York：Plenum Press。  new window
 
 
 
 
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