| Summary: | 碩士 === 國立台北師範學院 === 特殊教育學系碩士班 === 89 === This study aims to find out the influence of scaffolding play group to high-functioning Autism , how they represent in different stages of play, and what kind of assistance do they need from others.
The study used the form of case study, and it includes two children who are autism and three children who came from the mainstream. And as the result, only one autistic girl entered the analysis stages of this study.
Scaffolding play group, according to this study, is about the ability children have in each stages of play. In each level of play, all situations were set up by the peers, teachers, toys and games; and at each level, different kind of assistance is given. This group was held twice a week, at 40 minutes each, lasted for 21 weeks. At each time, video tapes and observation notes were taken, and this study underwent both qualitative and quantitative analysis.
The findings of this case study are as followed：
1. The behavior in scaffolding play:
(1) Through scaffolding , the child does increase the number of times in pretend play.
(2) When the child’s pretend play is developed, still has much room of development for more thoroughly play.
2. Scaffolding play
(1) Peers are the most important help needed in scaffolding play group .
(2) Teacher’s guidance is important in helping the peers and the sample
in understanding each other and keeping contact.
(3) All the toys used were closely linked to the topic play that the child
underwent.
(4) All situations had an effect on the play itself.
The result of this case study hope to give help to the parents and the teachers of the autism, and to the future researchers recommendations in play group, study design, and to the related field of research, if any.
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