參考文獻

在實務建議上，本研究發現自閉症兒童在修補不同溝通中斷類型上，所遭遇到的困難程度不一，該研究結果可作為後續評量或介入研究參考。例如：自閉症兒童在「忽視」的中斷類型中，最常出現不適切的修補反應，這代表他們在主動重新開啟或延續相關話題的溝通能力較弱。一般而言，在開啟新的交談之前最好能先引起對方的注意，而最常使用的方式是眼神注視（eye contact）以及邀請（greeting）。

除了可以教導自閉症兒童這類開啟交談的技能外，也可利用玩偶、手偶進行角色扮演（role play）活動，檢視兒童在主動建立溝通互動的能力表現（Robert & Owens, 2003）。一般的大班兒童能夠順利修補要求澄清中斷類型的比率

高達 100%，建議未來有關語用能力的評估項目也可加入此項向度，同時也應將修補能力應列入自閉症早期療育中的重要目標。在修補能力的策略教導上，應包含口語和非口語的修補策略，以供自閉症兒童可依溝通中斷類型的不同，選擇最適當的修補策略。父母或教學者在日常生活中，也要多提供自閉症兒童練習語言溝通和使用修補策略的機會，或考慮以遊戲互動作為修補能力的介入情境。

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收稿日期：2010.11.17 接受日期：2011.06.09

在文檔中一般兒童與自閉症兒童在不同溝通中斷類型之修補能力研究 (頁 23-27)