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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
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  • 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 .

    目 次 第一章 緒論………………………………………….1 第一節 研究動機與目的……………………………………..1 第二節 研究問題與研究假設………………………………..6 第三節 名詞釋義…………………………………………8 第二章 文獻探討…………………………………….11 第一節 普通兒童之溝通發展與特質……………………..…11 第二節 自閉症兒童之溝通發展與特質……………………17 第三節 自閉症兒童的非慣例性口語行為…………………26 第四節 功能評量的意義與實施……………………………38 第三章 研究方法……………………….……..……43 第一節 研究設計……………………………………………43 第二節 研究對象……………………………………………44 第三節 研究工具……………………………………………46 第四節 研究程序……………………………………………50 第五節 資料整理與分析……………………………………56 第六節 評分者間信度………………………………………68 第四章 結果與討論………………………...……71 第一節 收集資料階段結果之分析…..…………………….…71 第二節 自閉症兒童非慣例性口語行為之溝通功能…..………93 第三節 非慣例性口語行為及語言能力結果之分析…....….102 第四節 語言能力與非慣例性口語行為溝通功能結果之分析………110 第五節 非慣例性口語行為之分析探討……………………….…….119 第五章 結論與建議……………………………….147 第一節 結論…………………………………….………….147 第二節 研究限制與建議…………………………………..152 參考書目…………………….……………….………156 一、中文部分……………………………………….....……….156 二、英文部分…………………………………….…………..157 附錄………………………………………………….163 附錄一 非慣例性口語行為預試問卷……………………...………..163 附錄二 非慣例性口語行為溝通功能晤談表…………………...…..167 附錄三 入班觀察表………………………….………………………..171 附錄四 溝通行為紀錄表…………………………….………………..172 附錄五 自閉症兒童非慣例性口語行為溝通功能定義表…………….173 附錄六 溝通功能記次表……………………………………………...175 附錄七 家長同意書……………………….…………………..……..176 附錄八 教師同意書…………………………………………………...177 附錄九 入班觀察表…………………………………………………….178 附錄十 自閉症兒童非慣例性口語行為溝通功能實錄……………….182 表 目 次 表2-1-1 兒童的口語溝通發展表…………………………...….16 表2-3-1 影響非慣例性口語行為的可能變項……….…………29 表2-3-2 立即性仿說之維持互動相關研究……………...…….31 表2-3-3 自閉症兒童非慣例性口語行為溝通功能相關研究……35 表3-2-1 受試基本資料與分組配對情形....………..…….…..45 表4-1-1 非慣例性口語行為溝通功能前測結果……..….….…73 表4-1-2 預試之非慣例性口語行為溝通功能………...……….74 表4-1-3 非慣例性口語行為溝通功能之訪談結果…...……….78 表4-1-4 自閉症兒童非慣例性口語行為總表......…..…………80 表4-1-5 非慣例性口語行為溝通功能訪談觀察對照表…….…….81 表4-1-6 確認個案已出現的非慣例性口語行為溝通功能結果……..89 表4-1-7 誘發未出現的非慣例性口語行為溝通功能之結果....91 表4-2-1 自閉症兒童非慣例性口語行為溝通功能……….…...94 表4-2-2 非慣例性口語行為主要溝通功能………………...….95 表4-3-1 非慣例性口語行為出現次數總表………………..……102 表4-3-2 非慣例性口語行為出現頻率表…...……..…………107 表4-3-3 A6、B6平均語句長度相較表…...…………………109 表4-4-1 高低組自閉症兒童UVB溝通功能總類之比較….....111 表4-4-2 高低組自閉症兒童溝通功能類型之比較…………...…113 表4-4-3 高低組自閉症兒童規範行為溝通功能之比較…….114 表4-4-4 高低組自閉症兒童社會互動溝通功能之比較……116 表4-4-5 高低組自閉症兒童共同注意力溝通功能之比較…..117 圖 目 次 圖3-1-1 研究設計..……………..……………………...…43 圖4-2-1 仿說之溝通功能剖面圖………………………………95 圖4-2-2 隱喻式語言之溝通功能剖面圖………………………97 圖4-2-3 不停問問題之溝通功能剖面圖………………………99 圖4-3-1 非慣例性口語行為出現頻率圖……………………..108 圖4-2-4 非慣例性口語行為之溝通功能剖面圖……………..100 圖4-4-1 高低組自閉症兒童UVB溝通功能總類次數圖……105

    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.
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    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.
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