簡易檢索 / 詳目顯示

研究生: 蔡宇晨
Chai, Yee-Cheng
論文名稱: 比較圖卡交換轉換到語音裝置和直接使用語音裝置 在建立低口語自閉症成人的溝通成效差異之研究
A Comparison Of Picture Exchange Communication System Transfer To Speech Generating Device And Speech Generating Device Only To Teach Communication To Adults With ASD
指導教授: 王慧婷
Wang, Hui-Ting
口試委員: 陳志軒
Chen, Chih Hsuan
佘永吉
Sher, Yung Ji
王慧婷
Wang, Hui Ting
口試日期: 2022/05/30
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 81
中文關鍵詞: 自閉症溝通語音產出裝置成人圖卡交換溝通系統
英文關鍵詞: autism, communication, ;SGD, adult, PECS
研究方法: 單一受試研究法
DOI URL: http://doi.org/10.6345/NTNU202200959
論文種類: 學術論文
相關次數: 點閱:163下載:13
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 溝通是人類在群體生活中非常重要的能力。有效的溝通能使人際互動產生正向之循環。無法有效溝通是自閉症族群常見之困難,特別是當溝通困難者到了成年,依然無法隨心所欲做溝通表達時,這對其身心健康有一定程度的影響,甚至會衍生出行為問題。因此,找出適合的輔助溝通系統是至關重要的。近年來有不少研究在比較圖卡交換溝通系統(PECS)和語音裝置溝通系統(SGD)在成效上的差異,但目前還未有一致性的研究結果。本研究以單一受試多基線跨受試設計結合適應性交替處理設計,來比較先使用PECS習得至PECS第四階段句子結構再轉換到SGD ,抑或直接使用SGD從PECS第一階段到第四階段,這兩種介入在成效上的差異。成效差異的評量向度包含:(一)獨立要求的次數;(二)介入期間所需的提示量;(三)通過第四階段標準所需的教學介入次數。本研究在一間獨立的房間內進行,研究對象為四位低口語自閉症成人,其中一位因疫情未能進入介入期而中止。三位研究對象中有兩位在直接使用SGD的獨立要求次數比較高。三位研究對象中有兩位在直接使用SGD所需的提示量高於PECS轉換到SGD。研究結果顯示,PECS 轉換到SGD和直接使用SGD 在達到本研究中所設定從PECS第一階段至第四階段通過標準的教學嘗試次數並無顯著差異。值得注意的是,其中兩位研究對象在AAC偏好的選擇上都有改變。研究結果顯示PECS轉換到SGD和直接使用SGD在成效上並無顯著差異。

    Communication is one of the most essential elements in the social community. Effective communication creates positive interpersonal interaction with others. Communication impairment is a core feature of autism spectrum disorder (ASD). As many studies showed that facing difficulty in communication might cause challenging behavioural issues, especially adults with ASD. Therefore, having access to appropriate augmentative and alternative communication system is beneficial and of necessity. In the past decade, there were several studies comparing the efficacy of Picture Exchange Communication System (PECS) and Speech Generating Device (SGD), but the results were inconsistent. This study compared the efficacy of PECS transfer to SGD and SGD only with three adults with ASD and limited functional speech. This study combined a multiple baseline and an adapted alternating treatment design. Measurable comparable outcomes included number of independent requests, the level of prompting during intervention phase, and the number of sessions to criteria to phase four of PECS, i.e., sentence structure. The findings remained inconsistent. It showed that two participants had more independent requests as well as required higher levels of prompting in SGD only. In addition, participants of both PECS transfer to SGD and SGD only had similar number of sessions to reach PECS phase four. Interestingly, two participants had change in their AAC preference during the process.

    目次 第一章 緒論 1 第一節 研究背景與動機 1 第二節 待答問題 3 第三節 名詞釋義 4 第二章 文獻探討 7 第一節 輔助溝通系統之相關研究 7 第二節 以語言行為發展的PECS 12 第三節 PECS 和SGD在自閉症溝通之相關研究 15 第三章 研究方法 21 第一節 研究設計與實施 21 第二節 研究場域及研究對象 22 第三節 自變項與依變項 25 第四節 研究工具 28 第五節 研究流程 32 第六節 資料分析與信效度 49 第七節 研究倫理 51 第四章 研究結果 53 第一節 信效度結果 53 第二節 研究結果分析 55 第伍章 討論與建議 65 第一節 研究結果與討論 65 第二節 研究限制與建議 68 第三節 結論 69 參考文獻 71 附錄 76 附錄一:符號評估 76 附錄二:研究參與者知情同意書 78 附錄三:社會效度調查表 80 附錄四:SGD 教學範例 81

    身心障礙及資賦優異研究對象鑑定辦法(2013):中華民國一0二年九月二日教育部臺教學(四)字第1020125519B號令修正發布第8條至第14條;增訂第7條之1條文。

    鍾儀潔、鳳華(2014)。訓練特殊教育教師二種刺激偏好評量之成效研究。特殊教育學報,40,93-112。

    Agius, M. M., & Vance, M. (2016). A Comparison of PECS and iPad to teach requesting to pre-schoolers with autistic spectrum disorders. Augmentative and Alternative Communication, 32(1), 58–68. https://doi.org/10.3109/07434618.2015.1108363

    Alzrayer N. M. (2020). Transitioning from a low- to high-tech augmentative and alternative communication (AAC) system: Effects on augmented and vocal requesting. Augmentative and Alternative Communication, 36(3), 155–165. https://doi.org/10.1080/07434618.2020.1813196

    American Speech-Language-Hearing Association. (2005). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: Position statement. Retrieved from https://www.asha.org/uploadedFiles/PP2004-00191.pdf

    Beck, A., Stoner, J., Bock, S., & Parton, T. (2008). Comparison of PECS and the use of a VOCA: A replication. Education and Training in Developmental Disabilities, 43(2), 198-216.

    Beukelman, D., & Mirenda, P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs (3rd ed.). Brookes.

    Bock, S., Stoner, J., Beck, A., Hanley, L., & Prochnow, J. (2005). Increasing functional communication in non-speaking preschool children: Comparison of PECS and VOCA. Education and Training in Developmental Disabilities, 40(3), 264-278.

    Bondy, A. S., & Frost, L. A. (1994). The Picture Exchange Communication System. Focus on Autistic Behavior, 9(3), 1–19.
    https://doi.org/10.1177/108835769400900301

    Bondy, A., & Frost, L. (2001). The Picture Exchange Communication System. Behavior Modification, 25(5), 725–744. https://doi.org/10.1177/0145445501255004

    Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013a). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7(3), 480-493. https://doi.org/10.1016/j.rasd.2012.12.002

    Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013b). Comparative efficacy of the picture exchange communication system (PECS) versus a speech-generating device: Effects on social-communicative skills and speech development. Augmentative and Alternative Communication, 29(3), 197–209. https://doi.org/10.3109/07434618.2013.818059

    Conklin, C. G., & Mayer, G. R. (2011). Effects of implementing the Picture Exchange Communication System (PECS) with adults with developmental disabilities and severe communication deficits. Remedial and Special Education, 32(2), 155–166. https://doi.org/10.1177/0741932510361268

    Frost, L., & Bondy, A. (2002). Picture Exchange Communication System training manual (2nd ed.). Pyramid Education Products, Inc.

    Frost, L., & McGowan, J.S. (2011). Strategies for transitioning from PECS to SGD. Part I: Overview and device selection. Perspectives on Augmentative and Alternative Communication, 20(4), 114–118. https://doi.org/10.1044/aac20.4.114

    Frost, L., & McGowan, J.S. (2012). Strategies for transitioning from PECS to SGD. Part 2: Maintaining communication competency. Perspectives on Augmentative and Alternative Communication, 21(1), 3–10. https://doi.org/10.1044/aac21.1.3

    Ganz, J.B., Earles-Vollrath, T.L., Heath, A.K., Parker, R.I., Rispoli, M.J., & Duran, J.B. (2012). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 60–74. https://doi.org/10.1007/s10803-011-1212-2

    Gast, D.L., & Ledford, J.R. (2014). Single case research methodology applications in special education and behavioral sciences second edition. Routledge.

    Hill, D.A., & Flores, M. (2014). Comparing the Picture Exchange Communication System and the iPad™ for communication of students with autism spectrum disorder and developmental delay. TechTrends, 58, 45-53. https://doi.org/10.1007/s11528-014-0751-8

    Mirenda, P. (2001). Augmentative and alternative communication system. In A. Bondy & L. Frost (Eds.), A picture’s worth: PECS and other visual communication strategies in autism (pp. 43–66). Woodland House.

    Muharib, R., Correa, V. I., Wood, C. L., & Haughney, K. L. (2019). Effects of functional communication training using GoTalk NowTM iPad® application on challenging behavior of children with autism spectrum disorder. Journal of Special Education Technology, 34(2), 71–79. https://doi.org/10.1177/0162643418783479

    Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311–1319. https://doi.org/10.1007/s10803-007-0517-7

    Schlosser, R. (1999). Comparative efficacy of interventions in augmentative and alternative communication. Augmentative and Alternative Communication, 15, 56–68. https://doi.org/10.1080/07434619912331278575

    Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts. https://doi.org/10.1037/11256-000

    Stoner, J. B., Beck, A. R., Bock, S. J., Hickey, K., Kosuwan, K., & Thompson, J. R. (2006). The effectiveness of the Picture Exchange Communication System with nonspeaking adults. Remedial and Special Education, 27, 154–165.

    Thunberg, G., Ahlsén, E., & Sandberg, A. D. (2007). Children with autistic spectrum disorders and speech-generating devices: Communication in different activities at home. Clinical linguistics & phonetics, 21(6), 457–479. https://doi.org/10.1080/02699200701314963

    van der Meer, L., Didden, R., Sutherland, D., O'Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2012). Comparing three augmentative and alternative communication modes for children with developmental disabilities. Journal of Developmental and Physical Disabilities, 24(5), 451–468. https://doi.org/10.1007/s10882-012-9283-3

    van der Meer, L., Kagohara, D., Roche, L., Sutherland, D., Balandin, S., Green, V. A., O'Reilly, M. F., Lancioni, G. E., Marschik, P. B., & Sigafoos, J. (2013). Teaching multi-step requesting and social communication to two children with autism spectrum disorders with three AAC options. Augmentative and Alternative Communication, 29(3), 222–234. https://doi.org/10.3109/07434618.2013.815801

    Wendt, O., Hsu, N., Simon, K., Dienhart, A., & Cain, L. (2019). Effects of an iPad-based speech-generating device infused into instruction with the Picture Exchange Communication System for adolescents and young adults with severe autism spectrum disorder. Behavior Modification, 43, 898 - 932. https://doi.org/10.1177/0145445519870552

    下載圖示
    QR CODE