本研究旨在探討運用電腦多媒體社會故事教學對國中自閉症學生之專注行為的影響，研究方法採用單一受試跨行為多基準線設計，整個教學研究為期15週，共分為基線期、介入期一、介入期二及維持期四個階段。以一名在特殊學校就讀之國中自閉症學生為研究對象，分別探討經過電腦多媒體社會故事教學之後，其「專心吃飯」、「專心完成餐後工作」、「安靜睡午覺」等三項行為的進步情形及維持效果。此外，在「專心吃飯」及「專心完成餐後工作」的單元，於介入期二除了進行電腦多媒體社會故事教學之外，在個案進行該項工作時，配合視覺提示，藉以比較電腦多媒體社會故事教學及結合視覺提示的效果。所得的資料以視覺分析法進行資料分析，並輔以質性觀察資料為佐證，以訪談及問卷進行社會效度的資料蒐集。依據研究目的與資料分析的結果，歸納本研究的結論如下： 一、電腦多媒體社會故事教學僅能少量提升個案用餐時的專注行為，配合視覺提示後，用餐的專注行為有明顯的提升，且具有維持效果。 二、電腦多媒體社會故事教學僅能少量提升個案專心處理餐後工作的行為，配合視覺提示後，此行為有明顯的提升，且具有維持效果。 三、電腦多媒體社會故事教學能提升個案安靜睡午覺的行為，且具有維持效果。 四、針對較複雜或是較難的目標行為，電腦多媒體社會故事教學配合視覺提示策略，方能有較大的成效。 五、本研究具有良好的社會效度。 最後，研究者根據上述的結論，針對教學及未來研究方向提出建議。 The purpose of this study was to discussing the efficacy of computer-assisted social story to increase on-task behavior in a junior high school student with autism. The single-subject experiment with multiple baseline across-behaviors design was employed in this study. The study proceeded with 4 phases：baseline、intervention-1、intervention-2 and maintenance for 15 weeks. One participant in the study is a junior high school student with autism in a special education school. Three target behaviors of the subject were identified. One was on-task behavior during lunchtime, another were on-task behaviors after lunch (including brushing teeth, washing the face and cleaning tabletop), and the other was on-task behavior during taking an afternoon nap. In addition, in the “eating lunch” and “doing works after meal” sections, not only using computer-assisted social story, but also using additional visual prompt, to compare the effect of using computer-assisted social story with visual prompt. This study adopted visual analysis along with observation and interview. The main findings of this study were as follows: 1. Using computer-assisted social story could only improve little on-task behavior during lunchtime, however, combining visual prompt, improving on-task behavior significantly and continually. 2. Using computer-assisted social story could only improve little on-task behavior after lunch, however, combining visual prompt, improving on-task behavior significantly and continually. 3. Using computer-assisted social story could improve on-task behavior during taking a afternoon nap and also continually. 4. If targeting a more difficult or complex behavior, computer-assisted social story cooperate with visual prompt to achieve better effect. 5. This study was supported with a good social validity.
