本研究者帶領幼兒園教師透過會話分析，討論該幼兒園教師與輕度自閉症兒童的溝通內容，進而使幼兒園教師學習溝通策略課程，以提升幼兒園教師與輕度自閉症兒童的溝通技巧，並改善兒童主動話題開啟之問題。為達上述之研究目的，本研究乃以單一受試方法的跨受試者多基線設計，針對三位幼兒園教師其該班之三位輕度自閉症兒童為一組，共有三組師生參與。研究工具包括修訂個別運用之師生溝通策略檢核表。並以視覺分析、統計分析及社會效度獲得研究結果。研究發現透過會話分析學習溝通策略課程，對於增進三位幼兒園教師與輕度自閉症兒童的溝通技巧及提升三位輕度自閉症兒童的主動話題開啟率有顯著的效果。

The research team lead kindergarten teachers analyzing through conversation analysis and discussions which focused on communication modes of kindergarten teachers and children with mild Autism Spectrum Disorder (ASD). Learning through the communication strategies training course, kindergarten teachers will promote the communication skill between children with mild ASD and their Teachers. Also, it will help to improve topic initiation of the children with mild ASD. Reaching the above-mentioned purposes, the objects of study using multiple baseline design across subjects. We invited three teachers and three mild ASD children participating the research. We assigned one kindergarten teacher and one mild ASD child as a pair and separate them to be three team. Research instruments used in the study include the revision of individual use of teachers and children with mild ASD communication strategies checklist. Visual analysis, statistical analysis, and social validity are used to assess the effects of intervention. Results indicated that the communication strategies training course had significant effects on enhancing communication functions three between children with mild ASD and their three kindergarten teachers, and on enhancing the rate of topic initiation of the three children with mild ASD.

會話分析; 溝通策略課程; 話題開啟; 輕度自閉症兒童; 幼兒園教師

Conversation Analysis; Pragmatic; Autism Spectrum Disorder