Intervention of Personal Pronouns for Teenagers with Autism Spectrum Disorders

• Main Authors: Chang, Chia-Yun, 張嘉芸
• Other Authors: Kuo, Yu-Ching
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/u395d6

碩士 === 臺北市立大學 === 特殊教育學系 === 106 === Abstract 　　Past studies have shown that the common language deficiency which most of autism have is to understand and to use of personal pronouns. Pronouns are the early vocabularies of language development. However, for autism, pronouns are just the words they heard and they repeated; there is no role shift in the context. It is called “pronouns reversely”. Not only the applications of “you” and “I” are difficult for them, but also the use of “he”. They call their own names instead of using pronouns. It is very important to use pronouns correctly and to reach effective communications between speakers and listeners. 　　This study aimed to investigate the effects on intervention of personal pronouns for students with autism. The participants were three teenagers aged 14-16. The courses design was made reference to two courses： （1） “Mirror Self Awareness Development” （MSAD） and （2） The ASHA website’s newsletter on “Perspective Speak”. The study of MSAD is based on the “self” development, which induce join attention to recognize self and to promote the development of personal pronoun. 　　The study of “Perspective Speak " was to have assistant play as model to use the person pronoun to respond to the questions from trainer. The teaching order was “I, he, you". This intervention course design tooke the concept of “self ” and “ join attention” to guide the person pronoun “I”, “he”, “you” with the gesture instruction. 　　The study was made reference to A-B-A’ of single-subjects experimental design. Each participant had a 50-minute intervention training per week, lasting for 8 consecutive weeks. The Pronoun Test was conducted before and after the 8-week Pronouns Intervention Course; while a Quiz was conducted after each 50-minutes training session. The assessment result was presented with visual analysis and statistic tables/chart. Two results were observed： （a） the Pronoun Test pre and post training showing pronoun expression and comprehension had been significantly improved correct rate up to 80%. The progress of comprehension was improved up to 40%; while of the expression up to 80% as the result of using pronoun correctly.（b） the 8 Quizes during the course showing the performance of "You", "I” and "he" had improved significantly. In particular, “He" and "You" had made the most progress. Other than that, the statistic C also showed significant differences. In general, this course was designed to recognize myself and to teach pronouns “I” and to use pointing to induce join attention to recognize pronouns "You" and "he". The systematic teaching of 3 pronouns, one by one shows Personal Pronoun Intervention Course was effective. This research of intervention course was to teach the autism how to use and understand pronoun and further to observe the improvement in communication as shown in the assessment result. Given the limited sample of 3 participants, the performance result might not be applied to the whole group of autism. Moreover, it opened a discussion on the application of pronoun to effective communication. key word： autism、 personal pronouns、intervention