| Summary: | 博士 === 國立臺灣師範大學 === 特殊教育學系 === 102 === The main objective of this study is to investigate the effect of expressive arts and talent development curriculum on social interaction and anxiety behavior for Art-talented adolescents with autism spectrum disorder by case study approach. By analyzing the qualitative data, the development of the social interaction and anxiety behavior of five adolescents during their growth stages was observed. Moreover, the effect of expressive arts curriculum and talent development curriculum on the difference of behavior model for all class attendees is also presented in this study.
In addition to classroom observation and interviewing five autistic adolescents for three males and two females, the multiple and qualitative data collection and sampling from various sources, i.e. interview for significant others, TV programs, books, picture albums and documents, were also used as the complementary information to have a more comprehensive picture on all course attendees. The thick description approach was employed to present the performance of social interaction and anxiety behavior of five adolescents during their growth stages. This is followed by exploring the similarity and dissimilarity of behavior model between the individual and the ensemble. The results were shown as follows:
The development of the social interaction for five adolescents exhibits in diverse and distinct manners. They have some characteristics in common including low responsive social interaction behavior, developmental retardation in friendship and heterosexual relationship as compared to their counterparts, and peer bullying. Nevertheless, most of them can have good interaction with those who share some common interests and exhibit various social interaction features depending on their respective life and developmental trace.
For the development in anxiety behavior, a wide variety of multiple factors, i.e. population, sensory perception, things that are not familiar with, anxiety resulting from rules and criterion, as well as the problem solving incapability are the possible sources responsible for the observed anxiety behavior. Among them, in particular, population, sensory perception, and things that are not familiar with are the key sources leading to their anxiety behaviors. The anxiety expression includes no facial expression, impatience, or anxious emotion, verbal and behavior. While dealing with their anxiety behaviors, strategies such as self-isolation or escape, looking for comfort, emotional release or relief and confrontation are frequently employed. Meanwhile their mothers also need to play a crucial role in helping resolve their anxieties by means of comforting, accompanying or teaching their children, and communicating with others. After attending expressive arts and talent development curriculum, progressive improvements were found from five autistic adolescents as shown below.
1.Having a command of interaction with people by sharing common interest.
2.Active foreign language learning in order to communicate with others.
3.Enhancement in introspection and self-adjustment capability.
4.Taking the initiative to express their opinions to teachers.
5.Be able to speak in public and talk to strangers actively.
6.Having more facial expressions, emotions, and gestures.
7.Expressing their own thinking via painting or writing.
8.Replacing improper behavior by painting and showing the sense of humor and interest to people in their work.
9.Strengthening their self-confidence and raising their tone of voice.
10.Facing anxieties with positive attitude instead of trying to escape.
Lastly, I propose some suggestions regarding to the teaching strategies, potential applications and policy implementations of expressive arts and talent development curriculum.
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