自閉症學童情緒辨認介入研究
碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 97 === The purpose of this study was to build an adaptive and individualized computer-assisted intervention software and to explore its effects on the emotion identification of sad, angry and fear for a child with autism. The study adopted single subject acrossing b...
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ndltd-TW-097NTPTC2840012015-10-13T13:08:48Z http://ndltd.ncl.edu.tw/handle/84192363034603559441 自閉症學童情緒辨認介入研究 CHUANG PEI-CHIA 莊珮佳 碩士 國立臺北教育大學 特殊教育學系碩士班 97 The purpose of this study was to build an adaptive and individualized computer-assisted intervention software and to explore its effects on the emotion identification of sad, angry and fear for a child with autism. The study adopted single subject acrossing behaviors exploration experimental design. The independent variable was the emotion identification intervention program and the dependent variable was the performance of emotion identification of sadness, anger and fear. The participant was a second-grade elementary school student with moderate autism. All intervention videos of emotion identification were from the participant’s classmates. It took six weeks for intervening with three sessions each week. The results are as the followings: 1. There are immediate, maintained, and generalized effects on the sad emotion identification. 2. There are immediate, maintained, and generalized effects on the angry emotion identification. 3. There are immediate, maintained, and generalized effects on the fear emotion identification. 楊宗仁 學位論文 ; thesis 0 zh-TW |
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碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 97 === The purpose of this study was to build an adaptive and individualized computer-assisted intervention software and to explore its effects on the emotion identification of sad, angry and fear for a child with autism. The study adopted single subject acrossing behaviors exploration experimental design. The independent variable was the emotion identification intervention program and the dependent variable was the performance of emotion identification of sadness, anger and fear. The participant was a second-grade elementary school student with moderate autism. All intervention videos of emotion identification were from the participant’s classmates. It took six weeks for intervening with three sessions each week. The results are as the followings:
1. There are immediate, maintained, and generalized effects on the sad emotion identification.
2. There are immediate, maintained, and generalized effects on the angry emotion identification.
3. There are immediate, maintained, and generalized effects on the fear emotion identification.
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楊宗仁 |
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楊宗仁 CHUANG PEI-CHIA 莊珮佳 |
author |
CHUANG PEI-CHIA 莊珮佳 |
spellingShingle |
CHUANG PEI-CHIA 莊珮佳 自閉症學童情緒辨認介入研究 |
author_sort |
CHUANG PEI-CHIA |
title |
自閉症學童情緒辨認介入研究 |
title_short |
自閉症學童情緒辨認介入研究 |
title_full |
自閉症學童情緒辨認介入研究 |
title_fullStr |
自閉症學童情緒辨認介入研究 |
title_full_unstemmed |
自閉症學童情緒辨認介入研究 |
title_sort |
自閉症學童情緒辨認介入研究 |
url |
http://ndltd.ncl.edu.tw/handle/84192363034603559441 |
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