CAJ | 학술논문

采用单一被试跨基线实验设计，对一名自闭症幼儿进行为期三周的社会故事教学干预。研究结果表明，社会故事教学干预在改善自闭症幼儿“打招呼”“说再见”“说谢谢”三种社交技能上显示出良好的干预效果。社会故事教学利用了自闭症幼儿的视觉特长．契合了他们的社会认知特点，且操作简单易学，是一种值得推广的干预方法。
채용단일피시과기선실험설계，대일명자폐증유인진행위기삼주적사회고사교학간예。연구결과표명，사회고사교학간예재개선자폐증유인“타초호”“설재견”“설사사”삼충사교기능상현시출량호적간예효과。사회고사교학이용료자폐증유인적시각특장．계합료타문적사회인지특점，차조작간단역학，시일충치득추엄적간예방법。
With a single subject cross-baseline approach, this study adopted social story intervention to intervene with an aufisdc child for three weeks through. The results showed that social story intervention was effective in improving autistic children＇s social skills of greeting, saying ＂goodbye＂ and ＂thank you＂. Social story intervention, by engaging children＇s visual intelligence, fulfills the core issue of socio-cognitive deficiency. This method, which is easily to learn and operate, is worth practicing.