2016-08-012024-05-13https://scholars.lib.ntu.edu.tw/handle/123456789/649170摘要：研究證實給予自閉類群障礙(Autism Spectrum Disorder, ASD)兒童即時評估與早期介入，與他們的正向認知、好的適應行為、以及增進語言發展相關。核心反應訓練(Pivot Response Training, PRT)的介入模式為美國近十年來新興的介入方式，PRT 藉由改變兒童的核心領域表現：動機、對多重線索反應、及社會自發性，幫助兒童促進更大範圍領域的改變。本研究之目的為發展臺灣醫療健康照護人員的PRT 遠距學習方法，研究將探討專業人員的學習成效，以及檢驗對ASD 兒童的介入成效。研究將邀請25 位培訓專業人員及25 位年齡24-60 個月的ASD 兒童參與，培訓員的訓練計劃包含:(1)以自我導向之遠距學習方式進行網路學習課程;(2)培訓員和受試兒童在專家指導下，以一對一模式進行互動介入。訓練計畫將讓培訓者學習PRT 的介入技巧，以及將技巧運用於兒童社會互動當中，以提升孩子在多元發展面向的技能。研究將在訓練前、訓練中及訓練後評估培訓員執行PRT 技巧的學習成效，以及兒童在接受介入前與後的成效，兒童預後評估包含社會溝通、認知與執行功能、動作、適應行為等發展功能。此計劃預期將培訓醫療專業人員學習PRT 的方法及經驗，幫助推廣PRT 在臺灣的早期介入模式。其次，希望未來能夠將此研究經驗與遠距學習之教材，與專業及家長團體或其他非營利組織機構分享。<br> Abstract: Studies have shown that providing children with early assessment for autism spectrum disorder (ASD)and intervention is associated with their positive cognition, adaptive behavior, and enhanced languagedevelopment. Pivot response training (PRT) is an early intervention model for children with ASD that hasemerged in the United States over the past decade, and numerous studies have shown excellent results fromPRT intervention. PRT, based on the concept of applied behavioral analysis, assists children in broadeningtheir scope of change by modifying their pivotal behaviors including motivation, responsivity to multiplecues, and social initiations. The primary objective of this research is to establish an empirical PRTintervention model by first developing a PRT distance-learning method suitable for medical and healthcareprofessional in Taiwan and then implementing the intervention with ASD children. We will examineprofessionals’ PRT learning results and the PRT intervention outcome for the children with ASD.The present study, the first pilot study in Taiwan, will invite 25 professionals to learn how toimplement the PRT and recruit 25 ASD children between 24 and 60 months old to receive the PRTintervention. The learning program for these 25 professionals will comprise two stages: (1) A self-orienteddistance-learning method will be used in this online learning program. (2) The trainees will provide theparticipating children eight one-to-one interactive intervention sessions (one hour per session); during theintervention, they will be supervised and guided by an expert. This learning program aims to teach thetrainees the following PRT intervention skills: gaining children’s attention, offering clear and appropriateinstruction, incorporating both easy and difficult tasks, allowing shared control, encouraging responsivity tomultiple cues for broadening the attention, providing direct reinforcement, focusing on contingentconsequences, and reinforcing the children’s attempts. The trainees will be taught to apply these skills in thesocial interaction with the participating children, thus assisting these children in developing multidimensionalskills. This study will assess the trainees’ skills in implementing the PRT intervention before, during, andafter the learning program and evaluate the participating children before and after receiving the interventionto determine its outcome. The children will undergo outcome assessments of their social communicationskills, cognitive development and executive functions, motor skills, and their development and performing ofadaptive behaviors. This research project will develop a PRT distance-learning method for medicalprofessionals and provide useful experience to facilitate the implementation and promotion of using the PRTmodel for early intervention in Taiwan. Clinical therapy strategies for ASD children and a related homeintervention model will also be developed in this research project. Finally, the researchers expect to share theexperience gained from conducting this research and developing the distance-learning materials withprofessional groups, parent groups, and other nonprofit organizations.自閉類群障礙核心反應訓練早期介入遠距學習Autism Spectrum DisorderPivotal Response TrainingEarly InterventionDistance Learning