亞斯柏格症學生焦慮情緒的成因與介入

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亞斯柏格症學生焦慮情緒的成因與介入

鄭玉汶高雄市立龍華國民中學特教教師

摘要

國外許多研究顯示亞斯伯格症學生的焦慮情形顯著高於一般孩童，甚至和焦慮症患者焦慮程度相同，因此本文主要從心理的觀點去關切亞斯伯格症學生在學校產生行為和情緒問題部分可能是由於焦慮情緒所導致。先從亞斯伯格症的特質探討可能造成亞斯伯格症學生焦慮的成因，進而介紹評估其焦慮行為的方式，最後針對焦慮成因提出各種介入策略期望有助於學校教師預防和處理亞斯伯格症學生的焦慮，減少問題行為的發生。關鍵詞：亞斯伯格症、焦慮、行為問題

壹、前言

亞斯柏格症（Asperger syndrome）患者智力大多偏向正常、正常或優異範圍（Henderson，2001，引自張正芬， 2003），語言發展正常，但因為具有社會性、溝通和行為興趣的固執及有限三大自閉症核心障礙，屬於自閉症光譜障礙（Autism Spectrum Disorder）之一，在光譜中位置於偏右，症狀較輕微者。近年來的研究發現亞斯柏格症學生的焦慮情形顯著高於一般孩童、行為障礙孩童(Green, Gilchrist, Burton,

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然改變或出現無法預期的情境時，亞斯柏格症學生就會感到不安和焦慮(曾瓊祺，2005）。

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The Causes and Intervention of Anxiety in Students with

Asperger Syndrome

Cheng Yu Wen

Kaohsiung Municipal Longhua Junior High School Special Education Teacher

亞斯柏格症學生焦慮情緒的成因與介入