研究生: |
林迺超 Nai-Chao Lin |
---|---|
論文名稱: |
自閉症兒童非慣例性口語行為溝通功能之研究 A study of the communicative function of unconventional verbal behavior of children with autism |
指導教授: |
張正芬
Chang, Cheng-Fen |
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: | 2001 |
畢業學年度: | 89 |
語文別: | 中文 |
論文頁數: | 223 |
中文關鍵詞: | 自閉症兒童 、非慣例性口語行為 、溝通功能 、功能評量 |
英文關鍵詞: | autism, unconventional verbal behavior, communicative function, functional analysis |
論文種類: | 學術論文 |
相關次數: | 點閱:269 下載:0 |
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 |
本研究主要透過功能評量探討自閉症兒童非慣例性口語行為及溝通功能和語言能力之間的關係。
研究對象為12名就讀台北縣市國小自閉症兒童,具有主動溝通的口語行為,並有仿說、隱喻式語言及不停問問題等其中一種以上的非慣例性溝通方式。藉由畢保德圖畫詞彙測驗標準分數70分做為高低組分組的標準,將生理年齡相近者配為一對,共計六對。
本研究結果顯示:
一、非慣例性口語行為的主要溝通功能方面
仿說主要為維持互動及肯定等功能;隱喻式語言為要求物品、要求活
動、抗議拒絕、放聲思考和要求允許等功能;不停問問題主要為尋求
注意、要求訊息和表達情緒等溝通功能。
二、非慣例性口語行為及語言能力的關係方面
語言能力高組兒童出現仿說的次數少於低組兒童,且達顯著差異。但
兩組兒童在隱喻式語言及不停問問題的出現次數方面卻沒有達到顯著
差異。
三、非慣例性口語行為溝通功能及語言能力的關係方面
兩組兒童非慣例性口語行為的規範行為及社會互動溝通功能並沒有顯
著差異,但在共同注意力及表達情緒溝通功能方面高組顯著多於低組
自閉症兒童。
四、高組自閉症兒童一般口語及非慣例性口語行為的出現次數均較低組
多,但兩者並未達顯著差異。此外,自閉症兒童的非慣例性口語行為
若以不停問問題為主,則其口語表達的平均句長較以其他非慣例性口
語行為類型的自閉症兒童佳。
五、自閉症兒童非慣例性口語行為的溝通功能同樣呈現出一連續發展的歷
程,且彼此之間互有獨立與重疊的部分;整體溝通功能會隨仿說、隱
喻式語言、及不停問問題等非慣例性口語行為溝通類型的出現而反應
出由低階至高階的發展,因此,本研究的三種非慣例性口語行為或可
做為自閉症兒童語言發展的指標。
The main purpose of this study was to analyze the relationships among unconventional verbal behavior (UVB), communicative function and verbal IQ in children with autism by functional analysis.
Twelve children with autism served as subjects, and were paired with each other according to their verbal IQ and chronological age. All participants were able to communicate activity and at least one of the following UVB activities; immediate echolalia, metaphorical language, and repetitive questioning.
The main findings of this study were stated as the followings:
1. The main communicative function of UVB:
The main communicative function of immediate echolalia was
turn-taking and Yes-answer; metaphorical language was used
when requesting object, requesting action, protesting, self-
directive, and requesting permission; repetitive questioning
was used when calling, requesting information, and
exclamatory.
2. The relation between verbal IQ and UVB:
The number of immediate echolalia in autistic children with
high verbal IQ was significant fewer than their counterparts
with low verbal IQ, but there were no significant difference
in numbers of metaphorical language and repetitive
questioning between the two groups.
3.The relation between verbal IQ and the communicative
function of UVB:
The numbers of behavioral regulation and social interaction
in autistic children with high verbal IQ had no significant
difference with their low verbal IQ counterparts, but
children with higher verbal IQ were significant better on
joint attention and exclamatory.
4. The number of normal utterance and UVB in autistic children
with high verbal IQ was more than low verbal IQ subjects,
but there were no significant difference. In addition, if
the main UVB of an autistic child was repetitive
questioning, his main utterance length of oral expression
would be better than subjects with other kinds of UVB.
5. The communicative function of UVB in autistic children in
this study showed a continual, overlapped developmental
pattern. Communicative function as a whole develops from the
lower level of immediate echolalia, metaphorical language,
to the higher level of repetitive questioning. So, three
types of the UVB in this study may be a indicator of
utterance development of autistic children .
一、 中文書目
宋維村、程小危(民83):自閉症與配對組智能不足兒童之相互注意協調能力、情緒分享能力、語言發展之追蹤比較研究。行政院國家科學委員會專題研究計畫成果報告(未發表)。
李甯(民88):功能溝通訓練對促進無口語自閉症兒童溝通行為成效之研究。國立台灣師範大學特殊教育學系碩士論文(未發表)。
林寶貴(民83):語言障礙與矯治。台北:五南。
林寶貴、曹純瓊(民85):高雄市國小階段自閉症兒童語言能力調查研究,聽語會刊,12,46-61。
林麗英(民87):家有學語兒-問題篇。台北:信誼基金會。
莊妙芬(民86):智能障礙兒童與自閉症兒童口語表達能力之比較研究。特殊教育與復健學報,5,1-35。
梁秋月(民79):自閉症、智能不足與正常學齡前兒童溝通行為之比較研究。國立台灣師範大學特殊教育學系碩士論文(未發表)。
教育部(民88):身心障礙及資賦優異學生鑑定原則鑑定基準。載於教育部特殊教育法規選輯(pp83-91)。
張正芬(民85):自閉症診斷標準的演變。特殊教育季刊,59,1-9。
張正芬(民86):自閉症兒童的行為輔導—功能性評量的應用。特殊教育季刊,65,1-7。
張正芬(民89):自閉症兒童問題行為功能之探討。特殊教育學刊,18,127-150。
曹純瓊(民89):鷹架式語言教學對國小高功能自閉症兒童口語表達能力學習效果研究。國立台灣師範大學特殊教育學系博士論文(未發表)。
錢文蕙(民79):一年級高功能自閉症兒童在遊戲過程中的語用表現。國立台灣大學心理研究所碩士論文(未發表)。
二、英文書目
Carr, R., Levin, L., McConnachie, C. J., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior: A user’s guide for producing positive change. Baltimore: Paulh Brookes.
Coggins, T. E., & Frederickson, R. (1988). Brief report : The com- municative role of a highly frequent repeated utterance in the conversations of an autistic boy. Journal of autism and devel- opmental disorders, 18(4), 687-694.
Charlop, M. H. (1986). Setting effects on the occurrence of autistic children’s immediate echolalia. Journal of autism and devel- opmental disorders, 16(4), 473-483.
Durand, V. M., & Crimmins, D. B. (1987). Assessment and treatment of psychotic speech in an autistic child. Journal of autism and development disorders, 17, 17-27.
Hurtig, R., Ensrud, S., & Tomblin, J. (1982). The communi- cative function of question production in autistic chil- dren, Journal of autism and development disorders, 12, 57-69.
Lord, C., & Paul, R. (1997). Language and communication in autism. In D. J. Cohen, & F. R. Volkma (Eds.), Hand- book of autism and development disorders (2nd ed., pp. 195-225). New York: John Wiley & Sons.
McArthur, D., & Adamson L. B. (1996). Joint attention in preverbal children: Autism and development language disorder. Journal of autism and developmental disorders, 26(5), 481-495.
McEvoy, R. E., Loveland, K. A., & Landry, S. H. (1988). The functions of immediate echolalia in autistic children: A develop- mental perspective. Journal of autism and developmental disorders, 18(4), 657-667.
McHale, S. M., Simeonsson, R. J., Marcus, L. M., & Olley, J. G. (1980). The social and symbolic quality of autistic children’s communication. Journal of autism and devel- opmental disorders, 10(3), 299-310.
O’Neill, R. E., Horner, R. H., Albine, R.W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior. Pacific Grove: Brooks/Cole.
Owens, R. E. (1998). Language disorders: A functional approach to assessment and intervention (3rd ed). Boston: Allyn & Bacon.
Prizant, B. M., & Duchan, J. (1981). The functions of imme- diate echolalia in autistic children. Journal of speech and hearing disorders, 46, 241-249.
Prizant, B. M. (1983). Language acquisition and communica- tive behavior in autism: Toward an understanding of the “Whole” of it. Journal of speech and hearing disorders, 48, 296-307.
Prizant, B. M., & Weherby, A. M. (1985). Intentional communicative behavior of children with autism: Theoretical and practical Issues. Australian journal of human communication disorders, 13, 21-58.
Prizant, B. M. & Rydell, P. J. (1993). Assessment and inter- vention considerations for unconventional verbal behav- ior. In J. Reichle, & D. P. Wacker(Eds.), Communicative alternatives to challenging behavior(pp. 263-298). Blatimore: Paulh Brookes.
Prizant, B. M., Schular, A. L., Wetherby, A. M., & Rydell, P. J. (1997). Enhancing language and communication development: Language approaches. In D. J. Cohen & F. R. Volkma(Eds.), Handbook of autism and development disorders(2nd ed., pp. 573-605). New York: John Wiley & Sons.
Roberts, J. M. A. (1989). Echolalia and Comprehension in autistic children. Journal of autism and developmental disorders, 19(2), 271-281.
Rydell, P. & Prizant, B. M. (1984). An analysis of the func- tions of delayed echolalia in autistic children. Journal of speech and hearing research, 27, 183-192.
Rydell, P. J., & Mirenda, P. (1991). The effects of two levels of linguistic constraint on echolalia and generative language production in children with autism. Journal of autism and develop- mental disorders, 21(2), 131-157.
Rydell, P. J., & Mirenda, P. (1994). Effects of high and low constraint utterance on the production and of immediate and delayed echolalia in young children with autism. Journal of autism and developmental disorders, 24(6), 719-735.
Rydell, P. J., & Prizant, B. M. (1995). Assessment and intervention strategies for children who use echolalia. In K. A. Quill(Ed.), Teaching children with autism: strategies to enhance communication and socializa- tion(PP. 105- 131). New York: Delmar Publishers.
Schloss, P. J., & Smith, M. A. (1998). Applied behavior analysis in the classroom. London: Allyn & Bacon.
Schular, A. L., & Prizant, B. M. (1985). Echolalia. In E. Schopler, & G. B. Mesibov (Eds.), Communication problems in autism. (pp. 163-184). New York: Plenum.
Sturmey, P. (1996). Functional analysis in clinical psycho- logy. New York: John Wiley & Sons.
Volden, J., & Lord, C. (1991). Neologisms and idiosyncratic lan- guage in autistic speakers. Journal of autism and develop- mental disorders, 21(2), 109-129.
Wetherby, A. M., & Prutting, C. A. (1984). Profiles of com- municative and cognitive-social abilities in autistic children. Journal of speech and hearing research, 27, 364-377.
Wetherby, A. M. (1986). Ontogeny of communicative functions in autism. Journal of autism and development disorders, 16(3), 295-315.
Wetherby, A. M., Cain, D. H., Yonclas, D. G., & Walker, V. G. (1988). Analysis of intentional communication of normal children from the prelinguistic to the multiword stage. Journal of speech and hearing research, 31, 240-252.
Wetherby, A. M., Yonclas, D. G., & Bryan, A. A. (1989). Communicative profiles of preschool children with handicaps: Implications for early identification. Journal of speech and hearing disorders, 54,148-158.