平板電腦結合影片示範教學介入包裹對國中重度自閉症學生生活技能之成效

Effects of Tablet-based Video Modeling Package on Teaching Life Skills to Junior High School Students with Severe Autism

本研究以兩位國中重度自閉症學生為研究參與者，研究目的為探討以平板電腦結合影片示範教學介入包裹教導三項生活技能－沖泡飲品、洗碗和擦窗戶之成效。研究設計採單一個案研究法之跨行為多試探設計，自變項為平板電腦結合影片示範教學介入包裹，含影片示範、增強、時間延宕、少至多提示系統（口語提示、手勢提示、示範提示、肢體提示）等介入策略，依變項為生活技能表現之工作步驟正確百分比。本研究共分為三個階段進行：基線期、介入期及維持期，以視覺分析作為本研究資料結果的主要分析方法。研究結果發現平板電腦結合影片示範教學介入包裹能提升兩位國中重度自閉症學生的三個生活技能的學習成效，並具有良好的社會效度。平板電腦結合影片示範教學介入包裹對國中自閉症學生學習生活技能有維持成效。研究建議介入包裹應考量學生先備條件調整其介入策略。雖然本介入包裹成效良好，未來若能再發展更符合時間及經濟效率的影片示範教學方式，對現場老師執行教學將更有助益。

Learning life skills is challenging for most people with severe autism spectrum disorders (ASD). Video modeling is an evidence-based effective practice employed to teach people with ASD. The recent widespread use of mobile devices has facilitated the implementation of video modeling. However, the use of iPad®-based video modeling for teaching life skills to people with severe ASD has been scarcely studied. Purpose: This study examined the effectiveness of iPad®-based video modeling package, comprising video modeling, reinforcement, time delay, and least to most prompting system, for teaching three life skills, namely drinks making, dish washing, and window cleaning. Furthermore, this study examined the maintenance of the effect. Methods: A single-case, multiple-baseline-probe-across-behaviors design was employed. Two junior high school students with severe ASD participated in the study. The dependent measure was the percentage of the accurate steps taken by participants to learn the life skills. The study had three phases: baseline, intervention, and maintenance phase. To fulfill the objective of a single-case research design, which is to teach mastery even after a functional relationship has been established, additional visual prompts were added to the intervention, in addition to fade procedures for task materials or video prompts for specific steps when the participants needed them to master the skills independently. The primary methods to interpret the effects of the study comprised visual analysis, including trend variability and level comparison among phases and tiers across skills and participants. Results/Findings: A functional relationship was established between the video modeling intervention package and the life skills learning of junior high school students. The study scored high in all interobserver agreements, social validity, and fidelity. Gains from the intervention were maintained over 1 month. Although immediate effect or effect within three points was found, extended intervention was implemented so that participants could eventually master the skills. Conclusions/ Implications: This study extended the evidence supporting the effect of video modeling on the life skills learning of individuals with severe ASD. Future research may proactively focus on identifying the goodness of fit between the adjustments to the video modeling intervention and student characteristics. Although the effectiveness was of the video modeling intervention was impressive, future research should investigate the use by practitioners and the cost, benefits, and sustainability of employing video modeling for all learners. Moreover, self-determination of people with severe disability should be highly encouraged in the future, including self-selecting reinforcers, target learning skills, instruction methods, self-monitoring processes, and the social validity of its effectiveness.