宋維村臺灣大學：心理學研究所張志瑄Chang, Chih-HsuanChih-HsuanChang2007-11-272018-06-282007-11-272018-06-282007http://ntur.lib.ntu.edu.tw//handle/246246/55852本研究的目的在探討自閉症兒童學齡前與學齡期的非語言溝通能力和學齡期的語言及適應能力之相關性。研究對象為13位9至11歲的自閉症兒童，他們在學齡前（3~5歲）曾經接受智能與非語言溝通能力的測量，本研究以魏氏兒童智力量表第三版、修訂畢保德圖畫詞彙測驗、學齡兒童語言障礙評量表修訂版、文蘭適應行為量表中文版、以及早期社會溝通量表修訂版進行追蹤評估。同時性的資料分析結果，自閉症兒童學齡期反應的相互注意協調能力和同時期的語文智商及直接測量的語言理解能力有顯著的正相關。預測性的資料分析結果，自閉症兒童學齡前主動的相互注意協調能力總行為次數和追蹤時父母評估之溝通能力及應對進退技巧有顯著的正相關；學齡前反應的相互注意協調能力和追蹤時直接及間接測量的語言理解及口語表達能力、以及父母評估之日常生活技巧呈顯著的正相關，亦和追蹤時自閉症之行為問題及溝通障礙症狀數呈顯著及接近顯著的負相關。本研究的結果顯示，相較於主動的相互注意協調能力，學齡前自閉症兒童之反應的相互注意協調能力為較好的預測性指標。The objectives of the study were to investigate the relationships of non-verbal communication skills of pre- and school age children and the language and adaptive ability of school age children with autism. The total of 13 children with autism who had been assessed in 3~5 years of age on intelligent and nonverbal communication skills are re-assessed in 9~11 years in this study. The follow-up assessment used the Wechesler Intelligence Scale for Children-III (WISC-III), Peabody Picture Vocabulary Test-Revised (PPVT-R), Language Test for School Age Children- Revised (LTSC-R), Vineland Adaptive Behavior Scale (VABS), and Early Social Communication Scales- Revised (ESCS-R). The concurrent analysis found that responsive joint attention skills in school age children with autism were positively correlated to their Verbal Intelligent Quotient (VIQ) and directly assessed language comprehension ability. The predictive analysis, in 9 children who had preschool data available found that the initiating joint attention skills in preschool was positively correlated to communication and coping skills reported by their parents at school age. The responsive joint attention skills in preschool age were positively correlated to comprehensive and expressive ability assessed directly and indirectly, and the daily living skills directly by their parents during follow-up. The high level responsive joint attention skills in preschool age were negatively correlated with behavior problems and communication symptoms in school age children with autism. When compared with initiating joint attention, responsive joint attention in preschool age is a better predictor of outcome in school age children with autism.第一章 緒論...................................................................................... 1 第一節 研究動機....................................................................... 1 第二節 自閉症的診斷標準....................................................... 2 第三節 非語言溝通行為的定義與分類................................... 4 第四節 正常嬰幼兒的非語言溝通能力...................................... 7 第五節 自閉症兒童的非語言溝通能力.................................... 11 第六節 非語言溝通能力和語言能力的關連性........................ 14 第七節 非語言溝通能力和適應能力的關連性........................ 23 第八節 研究目的和假設............................................................ 27 第二章 研究方法............................................................................... 29 第一節 研究樣本........................................................................ 29 第二節 研究工具........................................................................ 31 第三節 實驗程序........................................................................ 43 第四節 實驗設計........................................................................ 43 第三章 研究結果............................................................................... 45 第一節 受試兒童之測驗結果.................................................... 45 第二節 基本資料變項與測驗結果之相關................................ 52 第三節 同時性資料分析............................................................ 54 第四節 預測性資料分析............................................................ 62 第四章 討論....................................................................................... 73 第一節 綜合結果.......................................................................... 73 第二節 本研究主動的相互注意協調能力之測量結果.............. 75 第三節 相互注意協調能力和語言能力、適應能力、及自閉症 症狀之關連性.................................................................. 77 第四節 主動與反應的相互注意協調能力之比較...................... 80 第五節 結論、研究限制、及未來展望.......................................... 81 參考文獻................................................................................................. 85 附錄一：診斷性晤談表........................................................................... 95 附錄二：基本資料問卷........................................................................... 96 附錄三：ESCS修訂版的活動設計......................................................... 98604992 bytesapplication/pdfen-US自閉症相互注意協調能力語言能力適應能力學齡前學齡期追蹤研究autismjoint attentionlanguageadaptive abilitypreschool ageschool agefollow-upotherhttp://ntur.lib.ntu.edu.tw/bitstream/246246/55852/1/ntu-96-R92227019-1.pdf