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研究生: 陳冠銘
Chen kuan-min
論文名稱: 攜帶式微電腦語音溝通板教學策略對增進國中低口語能力自閉症學生溝通行為之成效
The Effects of Communication Intervention by Portable VOCAs for Junior High School Students with Autism
指導教授: 杜正治
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: 2010
畢業學年度: 98
語文別: 中文
論文頁數: 184
中文關鍵詞: 自閉症溝通行為語音輸出溝通裝置輔助溝通溝通板
英文關鍵詞: Autism, communication behavior, augmentative & alternative communication (AAC), voice output communication aids (VOCA), communication board
論文種類: 學術論文
相關次數: 點閱:210下載:34
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  • 本研究之目的在於探討以攜帶式的語音輸出溝通裝置(VOCA)之教學策略介入二名國中階段低口語自閉症學生於學校情境下之溝通行為之成效。

    語言和溝通能力缺陷或遲緩是自閉症者的明顯特徵,導致他們在與他人進行溝通時產生嚴重的困難。輔助溝通(augmentative & alternative communication, AAC)可提供一個有效的管道,有助於自閉症者藉此與外界進行溝通及表達自我需求。

    語音輸出溝通裝置(voice output communication aids, VOCA)是AAC 之中一種便利的電子化裝置,可產生文字圖片或聲音的輸出,讓使用者可以藉由手指點選、按壓特殊開關等操作方式與他人進行溝通。

    本研究之研究對象為一名15 歲9 個月女性及一名14 歲3 個月男性,皆為低口語自閉症者,採取單一受試研究法之跨行為多基線設計,探討以攜帶式的語音輸出溝通裝置(微電腦語音溝通板)介入溝通教學後,研究對象以溝通板表達自我需求、學習互動、人際互動三類溝通行為之成效,並記錄研究對象之溝通次數與溝通熟練程度加以分析比較,整合量化資料與質性資料獲致綜合結論。

    研究結果顯示:(一)研究對象使用語音溝通板進行自我需求類溝通之次數與熟練程度均增加;(二)研究對象使用語音溝通板進行學習互動類溝通次數與熟練程度均增加;(三)研究對象使用語音溝通板進行人際互動類溝通熟練程度增加,但次數則增加不多;(四)研究對象原有的以手勢進行溝通之行為次數變化不大;(五)研究對象之家長與教師等相關人士對本研究介入之成效大致感到滿意。

    最後並依據研究結果,對未來採用語音輸出溝通裝置介入自閉症者溝通教學之研究者及實務工作者提供若干建議。

    The purpose of this study was to evaluate the effects of using portable voice output communication aids (VOCA) to teach two low-verbal junior high school students with autism to learn communication behaviors.

    People with autism have obvious delay in language and communication skills, which causing them to communicate with others in serious difficulties. Augmentative & alternative communication (AAC) provides effective ways to help people with autism to communicate with the outside world and to request their needs.

    VOCA is one kind electronic device of AAC which can output words, pictures and voices for users to communicate with others by it through fingers clicking, special switch pushing, etc.

    Participants in the study are both low-verbal students with autism, which are 14 years 9 months female and 13 years 4 months male. Effects of the intervention were evaluated in a multiple-baseline design across behaviors; we taught both students to learn using the portable VOCAs (communication boards) to present self-demand, learning interaction and social interaction, then analyzed the times and level of these behaviors, and integrated quantitative and qualitative data into a conclusion.

    The result of study shows: (1) The number of times and level that the participants presented self-demand by VOCAs increase; (2) The number of times and level that the participants presented learning interaction by VOCAs increase; (3) The number of level that the participants presented social interaction by VOCAs increase, but the number of times does not increase much; (4) The number of times of participants’ original communication behaviors which by hands does not change much; (5) Patriarchs and teachers of participants are roughly satisfied with the effects of the intervention.

    Finally, according to the research results, we provide some suggestions of VOCAs intervention for people with autism.

    目錄 第一章 緒論 第一節 研究背景與動機 1 第二節 研究目的與待答問題 4 第三節 名詞釋義 5 第四節 研究限制 7 第二章 文獻探討 第一節 自閉症者之特質 8 第二節 自閉症教學理論 11 第三節 AAC的理論與應用 15 第四節 綜合評述 29 第三章 研究方法 第一節 研究對象 33 第二節 研究設計 41 第三節 研究工具 58 第四節 教學介入課程 63 第五節 資料分析 68 第六節 研究程序 76 第四章 研究結果 第一節 對象甲教學介入策略成效分析 79 第二節 對象乙教學介入策略成效分析 105 第三節 社會效度分析 131 第四節 綜合討論 138 第五章 結論與建議 第一節 結論 144 第二節 建議 144 圖目錄 圖2-1 AAC四項組成要件 18 圖2-2 本研究之AAC組成要件 31 圖3-1 實驗階段圖 43 圖3-2 以紅雀進行溝通行為各階段流程圖 46 圖3-3 研究架構圖 47 圖3-4 教學活動環境配置圖 56 圖3-5 研究對象斜背紅雀溝通板使用示意圖 59 圖3-6 微電腦語音溝通板教學課程架構圖 63 圖3-7 隨機教學流程圖 67 圖4-1 對象甲三類溝通次數階段曲線圖 80 圖4-1-1對象甲自我需求類溝通次數階段曲線圖 81 圖4-1-2對象甲學習互動類溝通次數階段曲線圖 84 圖4-1-3對象甲人際互動類溝通次數階段曲線圖 87 圖4-2 對象甲三類溝通水準階段變化圖 91 圖4-2-1對象甲自我需求類溝通水準階段曲線圖 92 圖4-2-2對象甲學習互動類溝通水準階段曲線圖 95 圖4-2-3對象甲人際互動類溝通水準階段曲線圖 99 圖4-3 對象甲目標行為次數與非目標行為次數變化比較圖 103 圖4-4 對象乙三類溝通次數階段變化圖 105 圖4-4-1對象乙自我需求類溝通次數階段曲線圖 106 圖4-4-2對象乙學習互動類溝通次數階段曲線圖 109 圖4-4-3對象乙人際互動類溝通次數階段曲線圖 113 圖4-5 對象乙三類溝通水準階段變化圖 117 圖4-5-1對象乙自我需求類溝通水準階段曲線圖 118 圖4-5-2對象乙學習互動類溝通水準階段曲線圖 121 圖4-5-3對象乙人際互動類溝通水準階段曲線圖 125 圖4-6 對象乙目標行為次數與非目標行為次數變化比較圖 129 表目錄 表2-1 國外運用VOCA/SGD溝通教學研究一覽表 25 表2-2 國內運用VOCA/SGD溝通教學研究一覽表 28 表3-1 研究對象基本資料簡述表 34 表3-2 研究對象甲:自閉症兒童溝通行為評量表 36 表3-3 研究對象乙:自閉症兒童溝通行為評量表 39 表3-4 研究對象依變項及編號列表 52 表3-5 溝通行為(依變項)時間表 53 表3-6 熟練程度判定標準及計分表 54 表3-7 研究對象每日在校作息表 57 表3-8 C統計量之臨界值表 72 表3-9 階段內分析摘要表 72 表3-10 階段間分析摘要表 75 表3-11 研究程序表 76 表4-1-1對象甲自我需求類溝通次數階段內/階段間分析摘要表 83 表4-1-2對象甲學習互動類溝通次數階段內/階段間分析摘要表 86 表4-1-3對象甲人際互動類溝通次數階段內/階段間分析摘要表 89 表4-2-1對象甲自我需求類溝通水準階段內/階段間分析摘要表 94 表4-2-2對象甲學習互動類溝通水準階段內/階段間分析摘要表 98 表4-2-3對象甲人際互動類溝通水準階段內/階段間分析摘要表 101 表4-4-1對象乙自我需求類溝通次數階段內/階段間分析摘要表 108 表4-4-2對象乙學習互動類溝通次數階段內/階段間分析摘要表 112 表4-4-3對象乙人際互動類溝通次數階段內/階段間分析摘要表 115 表4-5-1對象乙自我需求類溝通水準階段內/階段間分析摘要表 120 表4-5-2對象乙學習互動類溝通水準階段內/階段間分析摘要表 124 表4-5-3對象乙人際互動類溝通水準階段內/階段間分析摘要表 127 表4-5 教師與家長調查問卷結果資料分析表 136 參考文獻 壹、中文部分 148 貳、英文部分 151 附錄 附錄一:個案溝通圖卡 157 附錄二:溝通教學正式訓練方案 161 附錄三:增強物調查表 177 附錄四:溝通行為次數水準紀錄表 178 附錄五:教師意見調查訪談表暨調查問卷 179 附錄六:家長意見調查訪談表暨調查問卷 181 附錄七:數位攝影機 183 附錄八:家長同意書 184

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