科技部專題研究計畫主持人
MOST-107-2410-H-182-009-SS2
自閉症者認知固著行為與其處理方案之探究--從建構主義論點探討認知固著行為之印記現象
Cognitive Stereotype Behavior and its Coping Program for the Autism -- the Imprinting in Constructivism
科技部
Ministry of Science and Technology
長庚大學
Chang Gung University
陳麗如
Chen,Li-Ju
早期療育研究所
Graduate Institute of Early Intervention
陳麗如
03-2118800 #5530
lizzy@gap.cgu.edu.tw
計畫執行期間起:2018-08-01
計畫執行期間迄:2020-07-31
2018-08-01
2019-07-31
訪談對象為該自閉症者或其同居或與其有5年以上密切互動之家人/照顧者
1
001,002,003,007
01,02,03
印記;自閉症;固著行為;建構主義;認知固著行為
cognitive stereotype;autism;constructivism;imprinting;stereotype
固著行為往往帶給自閉症者諸多面向的適應困擾,包括學習歷程、工作表現、人際互動、生活適應等等。這些固著行為有著各種面向的特質與問題,在過去的研究多著重在探討自我刺激型固著行為的認識與處理,認知型固著行為的探討則幾乎沒有。本研究主要著重在認知面向的固著行為,試著從建構主義論點予以探討,嘗試發現印記現象在其中所存在的角色,進一步期待從建構主義論點發展適切的處理方案,企圖發展有效的R-C-M(認識-處理-新建)方案。本研究相信對自閉症者的認知固著行為可以提出不同且深入的觀點,進而有利於發展具體的處理策略。研究計劃以四年時間進行,第一年編製「固著行為表現問卷」從自閉症者及/或其家人進行問卷調查,以600位受試者做廣泛性的資料蒐集以分析自閉症者固著行為的型態、形成契機、及與生活適應的關聯等等;第二年主要從第一年問卷中發現50位具認知固著行為的目標樣本進行深入訪談,分析其固著行為形成過程的印記現象及建構主義中可能處理介入的論點;第三四年主要因應60位現存具有認知固著行為適應困擾的自閉症者,依前2年研究結果以可行的建構主義論點發展設計個別化的認知建構訓練課程進行實驗研究,以發現處理自閉症者固著行為的有效具體方案,並進一步發展「認知固著行為處理手則」,內容期望包括預防認知固著行為的形成,及既存問題的處理策略,成為對自閉症者之有效輔導工具,促使自閉症者有更好的學習成就及生活適應狀態。
Stereotype behavior is one of the maladaptive syndromes of the individuals with autism and this always interrupts them from learning, work, personal interaction, adaptive life, and so on. Stereotype behaviors have a variety of aspects and problems. Most of the previous studies focused on stimulating stereotype behaviors, while less on cognitive stereotype behaviors. This study intends to explore the cognitive stereotype behaviors, tries to find out the imprinting in the behavior formatting process, and develop an appropriate coping program of constructivism through evidence-based experiments. This research is anticipated to develop a R-C-M program model through four years. The first year is to survey 600 individuals with Autism and / or their family through Stereotype Behavior Questionnaire developed by the researchers. This first year research intends to find the characteristics, formation, and its adaptation impact of the stereotype behaviors. The second year will conduct in-depth interviews with 50 subjects with cognitive stereotype behaviors retrieved most from the first year. The third and the forth years will conduct individualized curriculum experiments with 60 participants with autism who are with adaptive distress. This research will develop a concrete effective program of ‘the Principle of Coping with Cognitive Stereotype Behavior’ in the end for coping with the stereotype behavior of individuals with autism.
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除檢查有無可識別個人身份資料外,另檢查個案編號是否重複、變項及選項數值說明是否與問卷一致或未被定義,發現前述狀況時,將於確認後協助修改。
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