核心反應訓練融入自閉症學童社會技巧課程之行動研究

Instructional Action Research on Social Skills Curriculum Integrated with Pivotal Response Training for Children of Autism Spectrum Disorder

核心反應訓練（Pivotal Response Training, PRT）理論強調自然情境及提高動機，以幫助兒童習得核心技能，進而對其他行為（如語言、社會互動、認知能力等）產生正向影響。因此，研究者以PRT為基礎，設計「社會技巧課程—早餐約會」，針對三位國小普通班自閉症學童，進行16次的教學行動研究。所得資料分別進行質性與量化分析。結果發現：自閉症學童均缺乏早餐店的社會技巧能力，但在課程實施中均呈現穩定進步的趨勢，雖在特殊狀況與轉換場域時學習表現會有小幅下降的情形，但整體而言，皆能有正向的學習表現，且能激發其在語言、互動、模仿等其他正向行為。最後，依據研究結果，提出相關教學建議。

Pivotal response training (PRT) emphasizes natural situations and enhances children’s motivation to help them acquire core skills, which in turn has a positive impact on other behaviors (such as language, social interaction, cognitive ability, etc.). Thus, the researchers designed “social skills course-breakfast date” on the basis of PRT. A total of 16 teaching action studies were conducted on three elementary school children with autism (ASD). The analysis of qualitative and quantitative data showed that ASD lacked the social skills of breakfast stores, but showed a trend of steady progress in the course implementation. Although there was a slight decline in learning performance in the special situation and the transformation field, as a whole, ASD can have positive learning performance and stimulate other positive behaviors such as language, interaction and imitation. In conclusion, we offer some suggestions for PRT integrated into the social skills curriculum based on the results of the study.