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研究生: 李禕禕
Li, Yi-Yi
論文名稱: 對話式閱讀介入對提升自閉症幼兒詞彙理解之成效
Promoting Receptive Vocabulary through Dialogic Reading Intervention for Preschoolers with Autism Spectrum Disorder
指導教授: 賴文鳳
Lai, Wen-Feng
口試委員: 盧明
Lu, Ming
江麗莉
Chiang, Lily
賴文鳳
Lai, Wen-Feng
口試日期: 2022/07/28
學位類別: 碩士
Master
系所名稱: 人類發展與家庭學系
Department of Human Development and Family Studies
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 131
中文關鍵詞: 對話式閱讀詞彙理解自閉症幼兒繪本共讀
英文關鍵詞: dialogic reading, receptive vocabulary, autism spectrum disorder, preschooler, shared book reading
研究方法: 單一受試研究法
DOI URL: http://doi.org/10.6345/NTNU202201700
論文種類: 學術論文
相關次數: 點閱:176下載:25
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  • 本研究的主要目的為探討對話式閱讀介入對自閉症幼兒詞彙理解之成效為何。研究對象為三位就讀新北市公幼之自閉症幼兒,其生理年齡介於五歲到六歲半之間。本研究採單一受試法,以跨受試多探試設計,介入處理期三至四週,期間至少進行十二次介入。詞彙理解的資料收集以研究者自編之繪本詞彙理解測驗為主,以比較受試幼兒於基線期和處理期,對繪本詞彙理解之變化,以及保留期之詞彙理解維持成效。處理期的對話式閱讀介入,為根據Whitehurst等人所提出的對話式閱讀策略與受試幼兒進行共讀。研究結果發現,對話式閱讀介入能對受試幼兒的詞彙理解產生中等到極高的立即效果,亦在保留期具有維持效果,且對話式閱讀介入與自閉症幼兒的詞彙理解具有功能關係。本論文亦根據研究結果對未來研究者、家長及教師提出建議。

    This study aims to examine the effect of dialogic reading on receptive vocabulary in three preschoolers with autism spectrum disorder. The participants are between five to six and half years old who attend the same preschool in different classes. A multiple probe design is applied to help the researcher get a closer look to the transformation of receptive vocabulary on each participant as well as to the differences and similarities among three participants. Intervention was delivered 4 times per week across 3 to 4 weeks. The data of receptive vocabulary was collected by a self-developed storybook vocabulary test. The result suggests the dialogic reading intervention increased receptive vocabulary in all participants compared with baseline condition. Both immediate effects and sustained effects of dialogic reading were evaluated through visual analysis as medium effective to very effective.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究問題 4 第三節 名詞釋義 5 壹、自閉症 5 貳、詞彙理解 6 參、對話式閱讀 6 第二章 文獻探討 8 第一節 幼兒詞彙發展 8 壹、詞彙在語言發展中的重要性 8 貳、詞彙的習得與發展階段 12 參、自閉症幼兒的詞彙發展15 第二節 成人與幼兒共讀 17 第三節 對話式閱讀 20 壹、對話式閱讀的緣起與概念 20 貳、對話式閱讀的技巧與策略 26 參、對話式閱讀的相關研究 32 肆、自閉症幼兒與對話式閱讀 38 第三章 研究方法 42 第一節 研究對象 42 第二節 研究設計 48 壹、實驗設計 48 貳、實驗程序 50 第三節 研究工具 53 壹、修訂畢保德圖畫詞彙測驗-乙式 53 貳、繪本詞彙理解測驗 54 參、家長問卷 59 肆、教師問卷 60 第四節 介入處理 61 壹、介入材料之篩選 61 貳、介入處理之實施 65 第五節 資料分析 73 壹、目視分析法 73 貳、過程信度 76 參、評分者一致性 80 肆、其它相關資料 81 第四章 結果與討論 82 第一節 結果 82 壹、個案一之階段內及階段間分析 82 貳、個案二之階段內及階段間分析 86 參、個案三之階段內及階段間分析 90 肆、三位個案之成效綜合分析 95 第二節 討論 99 壹、對話式閱讀介入的立即效果 99 貳、對話式閱讀介入的維持效果 100 參、受試幼兒共讀時的專注力及投入程度 101 肆、其它相關發現 105 第五章 結論與建議 108 第一節 結論 108 第二節 研究限制 109 第三節 建議 110 參考文獻 112 壹、中文部分 112 貳、英文部分 117 附錄一:目標詞彙列表 122 附錄二:繪本詞彙測驗題本範例 123 附錄三:家長同意書暨問卷 125 附錄四:教師問卷 127 附錄五:繪本評選問卷 128

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