| Summary: | 碩士 === 臺北市立大學 === 特殊教育學系 === 106 === Abstract
The purpose of this study was to explore the influence of picture book program on a low-verbal children with ASD. In this study, action research was conducted to understand how picture book program intervention improved three targeted communication behaviors — Naming, Response, and Express demands—for a low-verbal children with ASD. The research was complemented with communication behavior evaluation, teaching records, regular talks with parents, and parent observation records in order to better understand the research findings. After 3 months in which 18 lessons of picture book activity intervention was conducted, the result is below:
1. The difficulties for the research subject during the picture book activity intervention include inappropriate expression, obsession with ipad, hyperactivity, rejection or selective acceptance of themes discussed in the picture book, inability to learn complex or broad concepts, become emotional due to the unfamiliarity of learning environment, lack of vocabulary, and low ability to classify or generalize. The difficulties for the researcher during picture book activity intervention include different rules between school and family, different household education styles, unreasonable expectations of parents, developing an individualized coaching that best suits the research subject’s unique needs.
2. Picture book activity intervention’s implementation and adjustment strategies include Recall and Shared Book. When the research subject exhibits incorrect behavior, the therapist will use scaffolding theory and behavioral analysis to establish correct behavior.
3. Picture book activity intervention can effectively reduce the communicative problems of a low-verbal student with ASD.
4. After conducting picture book activity intervention, the researcher experienced change and growth regarding teaching role, teaching strategy, and teaching communication skills.
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