Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/131249
|
| Title: | 自閉症譜系障礙者藝術治療介入成效之單一個案後設分析
A Meta-analysis on Art Therapy for Autism Spectrum Disorder: Single Case Design as an example |
| Authors: | 程家瑜
Cheng, Jia-Yu |
| Contributors: | 吳政達
Wu, Cheng-Ta
程家瑜
Cheng, Jia-Yu |
| Keywords: | 藝術治療
自閉症類群障礙者
單一個案後設分析
Art Therapy
Autism Spectrum Disorder
Single Case Design |
| Date: | 2020 |
| Issue Date: | 2020-08-03 18:23:51 (UTC+8) |
| Abstract: | 近幾年藝術治療的發展有日益增加的趨勢，並受到越來越多教育單位的重視，因此本研究以「自閉症譜系障礙者（ASD）藝術治療介入成效之單一個案後設分析」為題，旨在後設分析2000至2019年間藝術治療對ASD介入的影響，採計文獻14篇，總共有94筆資料，並使用未重疊資料百分率（percentage of nonoverlapping data, PND）計算所蒐集研究樣本之效果值（Effect Size）。
結果顯示ASD藝術治療介入之整體平均效果值為73.3%，根據Scruggs、Mastropieri和Casto（1998）提出之標準「顯示有效」，而且藝術治療的不同介入之調節變項皆有助於提升ASD。研究發現，研究篇數逐年增加，以2015年收集到最多篇；設計形式以倒反設計佔多數；藝術治療介入者以單一介入人數居多，效果值達有效，介入者身分以治療師佔第一，效果值達稍有效果；形式主要以團體介入為主，效果值達有效；介入內容主要集中音樂與繪畫兩種，繪畫方面效果值顯示非常有效，而音樂的效果值達稍有效果；參與者以男性比例較高，效果值達有效；參與者年齡集中在3-6歲，效果值達稍有效果；欲改善成效主要以社交互動為最多，效果值達有效。
This study explored the efficiency of using art therapy for students with autism spectrum disorder (ASD). This research collected articles related to art therapy as an intervention for people with ASD from 2000 to 2019, and 14 outcome studies with 94 intervention effects were selected for the calculation of effect sizes by using the percentage of nonoverlapping data (PND).
The average effect of PND from the collected data was 73.3%, indicating that art therapy is an effective intervention for students with ASD. Various art therapy interventions were found to be helpful for ASD. The number of research papers published increased yearly, with the most published in 2015. The design form was dominated by the inverted design. The art therapy was implemented by a variety of leaders and facilitators, with most sessions conducted by a therapist, yielding slight effects. Most interventions were single-person interventions, and large effects were noted for such interventions. The form of intervention mainly used was group intervention, the the effect size of which was large. Two main types of intervention were used: music and painting. Painting was very effective, whereas music was only slightly effective. The participants were mainly male, and large effects were noted for these individuals. The participants were mostly 3–6 years old, and slight effects were noted for these individuals. The main goal for ASD treatment was the improvement of social interaction, and effect size of this intervention was large. |
| Reference: | 參考文獻
壹、中文文獻
王秀絨（2016）。藝術治療理論與實務。臺北市：洪葉文化。
王南凱、吳岱穎、鄒國蘇、黃宜靜、郭冠良、吳逸帆、陳建志（2013）。淺談自閉症類群障礙。北市醫學雜誌，10(3)，173-181。
王玳雅（2013）。故事結構教學對國小學童閱讀理解能力影響之後設分析(未出版之碩士論文)。國立台北教育大學，臺北市。
王維君、陳靜潔（2014）。人機互動音樂教學應用於自閉症兒童之研究。藝術教育研究，28，35-63。
台灣藝術治療協會（2014）。什麼是藝術治療。取自https://www.arttherapy.org.tw/arttherapy/post/post/data/arttherapy/tw/what_is_art_therapy/。
吳明富（2010）。走進希望之門: 從藝術治療到藝術育療。臺北市：張老師文化。
吳明隆（2010）。SPSS操作與應用變異數分析實務(第二版)。臺北市：五南。
吳進欽、姜忠信、虞燕婷（2010）。自閉症類幼兒社會注意力的探究。中華心理學刊，52(1)，57-74。
吳裕益（2003）。特殊教育研究的未來趨勢──以量化研究分析方法為例。特殊教育學術研討會論文集，1-18。
吳碩琳（2013）。藝術治療對身心障礙兒童情緒與社會適應之影響（未出版碩士論文）。明道大學，彰化。
杜正治（譯）（1994）。單一受試研究法（原作者：JW Tawney & DL Gast）。臺北: 心理。
周恬弘（2008）。幾種常用的統計分析軟體比較，取自http://thchou.blogspot.tw/2008/07/blog-post_13.html。
周婉琪（2013）。行為取向藝術治療對泛自閉症兒童社會互動之成效（未出版碩士論文）。國立彰化師範大學，彰化。
林怡吟（2018）。藝術治療促進自閉症學生社交技巧之個案研究（未出版碩士論文）。國立嘉義大學，嘉義。
林婉婷（2011）。團體藝術治療與自閉症孩童。台灣藝術治療學刊，3(1)，45-59。
林菱佩。（2010）。自閉症兒童父母生活適應與其社會參與之研究（未出版碩士論文）。中國文化大學，臺北市。
姜忠信、宋維村（2001）。自閉症的精神病理學：回顧與前瞻。台灣精神醫學，15(3)，169-183。
胡珮筠、楊宗仁（2002）一步一腳印--自閉症兒童家庭式遊戲團體建構歷程之旅。（未出版碩士論文）。國立台灣師範大學，台北。
徐藝庭（2010）。藝術治療對國小高功能自閉症學生語文學習成效之研究（未出版碩士論文）。國立新竹教育大學，新竹。
馬信行（2007）。後設分析之方法論問題之探討。量化研究學刊，1(1)，170-189。
張春興、林清山。（1997）。教育心理學。台北：東華書局。
張家寧（2018）。輔助溝通系統介入自閉症兒童溝通成效之後設分析（未出版碩士論文）。臺北市立大學，臺北。
張譯心（2016）。畫畫的房間：以藝術教育治療作為泛自閉症兒童創作歷程之研究（未出版碩士論文）。國立臺北藝術大學，臺北。
教育部（2013）。身心障礙及資賦優異學生鑑定辦法。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0080065
教育部特殊教育通報網https://www.set.edu.tw/Stastic_WEB/sta2/default.asp?sec=4
陸雅青、周怡君、林純如、張梅地、呂宗熙（譯）（2008）。藝術治療: 心理專業者實務手冊。臺北市：學富文化。（原作者：Cathy A. Malchiodi）。
鈕文英、吳裕益（2015）。單一個案研究法──研究設計與後設分析。臺北市：心理。
黃美慧、鈕文英（2010）。社會故事對廣泛自閉症者介入成效之分析。特殊教育與復健學報，22，1-23。
黃寶園（1998）。概述統合分析。國教輔導，37(1)，25-32。
詹志禹（1988）。後設分析:量化的文獻探討法。思與言，26(4)，311-325。
廖遠光（2010）。後設分析在教育研究上的應用：以創造性思考教學之學習成效為例。取自https://slidesplayer.com/slide/11442408/
劉乙萱（2014）。高職綜合職能科自閉症青少年藝術治療團體行動研究（未出版碩士論文）。臺北市立大學，臺北。
劉曉玲（2019）。藝術治療與藝術教育對泛自閉症兒童之影響：新竹市一位學童個案研究（未出版碩士論文）。國立清華大學，新竹。
鄭坤益、劉世閔（2015）。一個自閉症樂團的個案研究。藝術評論，28，147-182。
鄭媛文（2016）。運用輔助溝通系統介入對自閉症學生整體溝通成效之後設分析研究（未出版碩士論文）。臺北市立大學，臺北。
蕭雁文、趙家琛（2017）。自閉症類群障礙症同理心問題之回顧。特殊教育季刊，142，25-33。
賴念華（譯）（2013）。藝術治療與團體工作:實例與活動。臺北市：張老師文化。（原作者：瑪莉安˙利伯曼）
賴德聰、劉文信（2018）。自閉症類群。家庭醫學與基層醫療，33(4)，115-121。
謝進昌（2010）。國內教育學門系統性文獻評閱策略及後設分析發展現況與建議。國立臺南大學教育研究學報，44(2)，130-153。
貳、外文文獻
American Art Therapy Association. (2017). ABOUT ART THERAPY. Retrieved from https://arttherapy.org/about-art-therapy/
Banda, D. R., & Therrien, W. J. (2008). A teacher’s guide to meta-analysis. Teaching Exceptional Children, 41(2), 66-71.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”. Cognition, 21(1), 37-46.
Bellini, S., Peters, J. K., Benner, L., & Hope, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162.
British Association of Art Therapists. (2019). What is art therapy? Retrieved from https://www.baat.org/About-Art-Therapy
Bulter, R. C., & Gillis, J. M. (2007). Social skills interventions for preschoolers with autism spectrum disorder: A description of single-subiect design studies. Journal of Early and Intensive Behavior Intervention, 4(3), 532-547.
Card, N. A. (2012). Applied Meta-Analysis for Social Science Research. New York, NY: Guilford Press.
Centers for Disease Control and Prevention(CDC) https://www.cdc.gov/ncbddd/autism/data.html
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences–Second Edition. 12 Lawrence Erlbaum Associates Inc. Hillsdale, New Jersey, 13.
Cooper, J., & Mueck, R. (1990). Student involvement in learning: Cooperative learning and college instruction. Journal on Excellence in College Teaching, 1, 68-76.
Crutchfield, S. A., Mason, R. A., Chambers, A., Wills, H. P., & Mason, B. A. (2015). Use of a self-monitoring application to reduce stereotypic behavior in adolescents with autism: A preliminary investigation of I-Connect. Journal of Autism and Developmental Disorders, 45(5), 1146-1155.
D`Amico, M., & Lalonde, C. (2017). The effectiveness of art therapy for teaching social skills to children with autism spectrum disorder. Art Therapy, 34(4), 176-182.
Dawson, G., & Burner, K. (2011). Behavioral interventions in children and adolescents with autism spectrum disorder: a review of recent findings. Current opinion in pediatrics, 23(6), 616-620.
DeCoster, J. (2009). Meta-anaysis notes. Retrieved from
DeRosier, M. E., Swick, D. C., Davis, N., McMillen, J., & Matthews, R. (2011). The efficacy of a social skills group intervention for improving social behaviors in children with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 41, 1033–1043. doi:10.1007/s10803010-1128-2
Durrani, H. (2014). Facilitating attachment in children with autism through art therapy: A case study. Journal of Psychotherapy Integration, 24(2), 99.
Edward, M. (1987). Jungian analytic art therapy. In Rubin, J. (Ed.), Approaches to art therapy. Routledge/Taylor &Francis Group, LLC.
Erikson, E. H. (1959). Idnetity and the life cycle: Psychology issues, Monograph1. New York:International Universities Press.
Foxx, R. M. (2008). Applied behavior analysis treatment of autism: The state of the art. Child and adolescent psychiatric clinics of North America, 17(4), 821-834.
Gilroy, A. (2006). Art therapy, research and evidence-based practice. Sage.
Glass, G. V., McGaw, B. & Smith, M. L.(1981). Meta-analysis in social research. Thousand Oaks, CA: Sage.
Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Beverly Hills: Sage Publications.
Grandin, T. (2006). Thinking in pictures: And other reports from my life with autism. Vintage.
Haring, N. G., Liberty, K. A., & White, O. R. (1980). Rules for data-based strategy decisions in instructional programs: Current research and instructional implications. Methods of instruction for severely handicapped students, 159-192.
Isis, P. D., Bush, J., Siegel, C. A., & Ventura, Y. (2010). Empowering students through creativity: Art therapy in Miami-Dade county public schools. Art Therapy, 27(2), 56-61.
Kana, R. K., Keller, T. A., Cherkassky, V. L., Minshew, N. J., & Just, M. A. (2006). Sentence comprehension in autism: thinking in pictures with decreased functional connectivity. Brain, 129(9), 2484-2493.
Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.
Kratochwill,T.R.,Hitchcock,J.,Horner,R.H.,Levin,J.R.,Odom,S.L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from: http://ies.ed.gov/ncee/ wwc/pdf/wwc_scd.pdf
Lee, G. T., Chou, W. C., & Feng, H. (2017). Social engagements through art activities for two children with autism spectrum disorders. International Journal of Education Through Art, 13(2), 217-233.
Lipsey M. W. & Wilson, D. B. (2001). Practical Meta-analysis. Thousand Oaks, CA: Sage Publications
Lister, S., Tanguay, D., Snow, S., & D`amico, M. (2009). Development of a creative arts therapies center for people with developmental disabilities. Art Therapy, 26(1), 34-37.
Ma, H.H. (2006). An alternative method for quantitative synthesis of single-subject research: Percentage of data points exceeding the median. Behavior Modification, 30, 598-617.
Makrygianni, M. K., Gena, A., Katoudi, S., & Galanis, P. (2018). The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study. Research in Autism Spectrum Disorders, 51, 18-31.
Malchiodi, C. A. (2003). Art therapy and the brain. Handbook of art therapy, 16-24.
Martin, N. (2009). Art as an early intervention tool for children with autism. London, UK: Jessica Kinsley Publishers.
Martin, N. (2009). Art therapy and autism: Overview and recommendations. Art Therapy, 26(4), 187-190.
Martin, N., & Betts, D. (2010). Art Therapy Approaches to Treating Autism. Cutting Edge.
Murphy, J.(1996). The role of art therapy in the Scottish prison service. In J. Laing & P. Byrne, (Eds.) Starting from scratch. Edinburg Press Ltd.
Nelson, C. L. (2010). Meeting the needs of urban students: Creative arts therapy in Jersey City public schools. Art Therapy, 27(2), 62-68.
Ninci, J., Neely, L. C., Hong, E. R., Boles, M. B., Gilliland, W. D., Ganz, J. B., ... & Vannest, K. J. (2015). Meta-analysis of single-case research on teaching functional living skills to individuals with ASD. Review Journal of Autism and Developmental Disorders, 2(2), 184-198.
Parker, R. I., & Vannest, K. J. (2009). An improved effect size for single case research: nonoverlap of all pairs (NAP). Behavior Therapy, 40, 357–367.
Parker, R. I., Hagan-Burke, S., & Vannest, K. (2007). Percentage of all non-overlapping data (PAND): an alternative to PND. The Journal of Special Education, 40, 194–204. doi:10.1177/ 00224669070400040101.
Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining non-overlap and trend for singlecase research: Tau-U. Behavior Therapy, 42, 284–299. doi:10.1016/j.beth.2010.08.006
Payne, H. (1993). Handbook of inquiry in the arts therapies: One river, many currents, London: Jessica Kingsley Publishers.
Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of autism and developmental disorders, 38(2), 353-361.
Reichow, B. (2012). Overview of meta-analyses on early intensive behavioral intervention for young children with autism spectrum disorders. Journal of autism and developmental disorders, 42(4), 512-520.
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of autism and developmental disorders, 40(2), 149-166.
Rosenthal, R. (1991). Meta-analytic procedures for social research (Rev. ed.). Newbury Park, CA: Sage.
Roth, M. E., Gillis, J. M., & Reed, F. D. D. (2014). A meta-analysis of behavioral interventions for adolescents and adults with autism spectrum disorders. Journal of Behavioral Education, 23(2), 258-286.
Rubin, J. A. (2012). Approaches to art therapy: Theory and technique. Routledge.
Samanci, O. (2010). Teacher Views On social Skills Developent Inprimary School Students. Education, 131(1), 147-157.
Samaritter, R. (2018). The aesthetic turn in mental health: Reflections on an explorative study into practices in the arts therapies. Behavioral Sciences, 8(4), 41.
Sanchack, K., & Thomas, C. A. (2016). Autism spectrum disorder: primary care principles. American family physician, 94(12), 972-979.
Sarah C. Slayton MA, ATR-BC, Jeanne D`Archer MA, ATR-BC & Frances Kaplan DA, ATR-BC (2010) Outcome Studies on the Efficacy of Art Therapy: A Review of Findings, Art Therapy, 27:3, 108-118, DOI: 10.1080/07421656.2010.10129660
Schaverien, J. (1995). Researching the esoteric: Art therapy research. Art and music: Therapy and research, 22-34.
Schweizer, C. (2014). Beeldende therapie voor kinderen met autismespectrumstoor-nis. Een beschrijving van werkzame elementen [Art Therapy with children with Autism Spectrum Disorder. A report on of ‘what works’ elements]. Wetenschap-pelijk Tijdschrift Autisme, 12(1), 28-35.
Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior modification, 22(3), 221-242.
Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special education, 8(2), 24-33.
Shore, S. (2008). Getting to know you: Success in ASD communication and social interaction. Embracing Autism: Connecting and communicating with children in the autism spectrum, 61-72.
Sullivan, H. S.(1953). The interpersonal theory of psychiatry. London, UK:Routledge.
Thomas, E. S. & Margo, A. M. (1998). Summarizing single-subject research. Behavior Modification, 22, 221-242.
Trevarthen, C. A. K., Papoudi D., & Robarts, J.(1998). Children with Autism. Diagnosis and Interventions to Meet Their Needs.
Ulman, E. (1987). Introduction: Therapeutic aspects of art education. The American Journal of Art Therapy, 25(5), 111.
Van Lith, T., Stallings, J. W., & Harris, C. E. (2017). Discovering good practice for art therapy with children who have Autism Spectrum Disorder: The results of a small scale survey. The Arts in Psychotherapy, 54, 78-84.
Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single‐case research designs. Journal of Counseling & Development, 93(4), 403-411.
Virues-Ortega, J., Julio, F. M., & Pastor-Barriuso, R. (2013). The TEACCH program for children and adults with autism: A meta-analysis of intervention studies. Clinical psychology review, 33(8), 940-953.
Waller, D. (1991). Becoming a profession. London & New York: Travistock/Routledge.
Winnicott, D. W. (1971). Playing and reality London. Tavistock Publications. Manuscript received September, 22, 1993. |
| Description: | 碩士
國立政治大學
教育學系
107152006 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0107152006 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202000848 |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 200601.pdf | | 2852Kb | Adobe PDF2 | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
