本研究旨在探討運用核心反應訓練（Pivotal Response Training, PRT）藉以增進發展遲 緩幼兒社會性溝通能力之成效。本研究個案就讀公立幼兒園特教班，經醫院診斷為重度發 展遲緩之五歲幼兒，語言發展評估結果為兩歲至兩歲半。研究設計使用單一受試實驗研究 法之撤回設計，研究自變項為 PRT，依變項為社會性溝通能力（眼神注視、禮貌性用語、 完整句表達、適當口語與人溝通）。本研究每周進行一次教學，每次約六十分鐘，為期十 周，研究資料採目視分析法分析，並記錄觀察者間一致性與程序信度檢驗介入成效，來進 行社會效度檢測，以了解該介入是否符合個案需求。研究結果顯示 PRT 介入後，個案的眼 神注視、禮貌性用語、與完整句表達之社會性溝通能力皆有所提升且具保留效果。然而， 介入期時間的長短，對四個目標行為能力提升的穩定度有所影響。社會效度可看出個案附 加成效有所提升。

The purpose of this study was to utilize pivotal response training (PRT) to promote social communication skills for a child with developmental delays. The targeted 5-year-old participant has been diagnosed as being severe developmental delays and placed in a public self-contained class. The participant’s language level was about 2 and 2 ½ years old. The single-subject withdrawal design has been utilized to investigate the effects of this PRT intervention. The independent variable was PRT, and dependent variable was social communication skills (eye gaze, polite expression, complete sentence expression, proper communication with others). The targeted participant received 60 minutes of interventions one day per week, and total were around 10 weeks of intervention. Data analysis included the visual analysis, interobserver agreement, and procedural fidelity. Further evidence of social validity has been included to understand the participant’s needs. The results showed that social communication skills, including eye gaze, polite expression, and complete sentence expression, have been increased in the intervention phase and maintained in the follow-up phase. However, the length of intervention phase might affect the effects of four targeted behaviors. Further evidence of efficacy of this intervention was found in the results of social validity

核心反應訓練；發展遲緩幼兒；社會性溝通

developmental delays；pivotal response training；social communication