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研究生: 李昆霖
Kun-Lin Lee
論文名稱: 環境安排對增進重度障礙兒童溝通行為之研究
A Study on the Effect of Environmental Arrangement to Promote Communication in Severely Handicapped Children
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: 260
中文關鍵詞: 環境安排策略重度障礙非符號式溝通功能評量
英文關鍵詞: environmental arrangement strategy, severe handicaps, Non-symbolic Communication (NSC), Functional Assessment
論文種類: 學術論文
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  • 本研究的主要目的在於蒐集重度障礙兒童之溝通行為以瞭解重度障礙兒童所使用的非符號式溝通形式及其溝通功能、於自然情境使用環境安排策略以增進重度障礙兒童之溝通互動並以瞭解重度障礙兒童出現溝通行為之重要環境變項。本研究之研究對象為三名國小重度障礙兒童;研究方法採用單一受試研究法中之跨受試多基線設計;運用功能評量及環境安排策略進行重度障礙兒童非符號式溝通行為之資料之蒐集與介入,並對教師進行成效意見調查。
    本研究結果如下:
    一、利用功能評量發現,三位受試最常使用的非符號式溝通形式包括直接拿取、眼神注視、反縮或逃離等,有較多的獨自行為,如轉圈、吮指、四處走動或獨坐角落區。三位受試之溝通行為有限,均無主動要求之溝通行為。
    二、環境安排策略介入後,三位受試在介入期的資料點雖不穩定,但溝通行為的次數均較基線期為高。當環境安排的難度未適當控制,則介入的效果下降。
    三、研究結果發現個體的非符號式溝通形式、教師之回應方式、環境安排策略之內容等,均是影響受試出現溝通行為的重要變項。
    本研究除對研究結果詳加討論之外,依據上述結果,分別提出對增進重度障礙兒童溝通行為之介入重點,以及對未來研究之建議。

    The goal of this study was to investigate Non-symbolic Communication (NSC) forms and functions by conducting an assessment of the communication behavior of children with severe handicaps. We do so with the use of the environmental arrangement strategy in the generalization setting in order to improve the communications and to investigate important environmental variables that affect the occurrence of communication. A single-subject multiple design across subjects was experimented on three --ages six to eight-- children with severe handicaps from elementary school. The Functional Assessment and environmental arrangement strategy were used to collect the NSC data and make an intervention. Also, questionnaires for teachers were used to evaluate the effects of this study.
    The results of this study indicate the following:
    1.By using Functional Assessment, the most used NSC forms of the three subjects were taking things directly, eye contact, escape, and so on. They have many alone behaviors such as circling their body, sucking fingers, playfulness in the classrooms, and sitting in the corner in the classroom. Their comomunication behaviors are limited, and they don’t have initial communication behaviors.
    2.Although the data curve is unstable, all subjects showed higher frequencies of communication behavior within the treatment sessions than in the baseline sessions. It should also be noted that the effects will decrease when the strategy is not properly controlled.
    3.The result of this experiment suggests that the individuals’ NSC forms, the teachers’ responses, and the content of the strategy were the most important variables that can affect the occurrence of acts of communication by children with severe handicaps.
    The results are carefully discussed. Recommendations for further research and teaching are offered in this study based on the results.

    目 錄 第一章 緒論 第一節 研究動機與研究目的………………………………… 1 第二節 研究問題……………………………………………… 5 第三節 名詞釋義……………………………………………… 6 第二章 文獻探討 第一節 重度障礙者的溝通…………………………………… 9 第二節 功能評量………………………………………………23 第三節 溝通的環境觀…………………………………………28 第三章 研究方法 第一節 研究對象………………………………………………39 第二節 研究架構與研究設計…………………………………41 第三節 環境安排之介入計畫…………………………………47 第四節 研究工具………………………………………………53 第五節 依變項操作性定義……………………………………57 第六節 研究步驟………………………………………………64 第四章 結果與討論 第一節 重度障礙兒童非符號式溝通行為功能評量結果……67 第二節 環境安排介入計畫對增進溝通行為之結果…………86 第三節 三名個案在各階段的溝通行為之分析討論……… 100 第四節 環境安排策略對介入溝通行為之重要變項……… 127 第五節 處理成效之社會效度……………………………… 143 第五章 結論與建議 第一節 結論………………………………………………… 149 第二節 研究限制…………………………………………… 151 第三節 研究建議…………………………………………… 153 參考文獻 ………………………………………………………156 附錄 附錄一 兒童非符號式溝通行為功能性評估晤談表…………………163 附錄二 溝通行為前後事件記錄表……………………………………179 附錄三 環境安排介入計畫程序………………………………………197 附錄四 S1、Sb、Sa介入時間表………………………………………201 附錄五 各階段溝通行為前後事件記錄及目標溝通行為記次表……203 附錄六 環境安排對增進重度障礙學生溝通行為成效意見調查表…253 附錄七 家長、教師同意書……………………………………………257 圖表目次 表目錄 表2-1 非符號式溝通形式………………………………………………16 表2-2 0至28個月溝通能力的發展模式………………………………18 表2-3 目前關於溝通環境安排之相關研究……………………………32 表2-4 分析溝通環境 …………………………………………………34 表2-5 環境安排策略……………………………………………………36 表3-1 受試基本資料……………………………………………………40 表3-2 研究程序表(一)…………………………………………………42 表3-3 研究程序表(二)…………………………………………………43 表3-4 研究工具使用一覽表……………………………………………53 表4-1 S1非符號式溝通行為及溝通功能記次…………………………69 表4-2 Sb非符號式溝通行為及溝通功能記次…………………………75 表4-3 Sa非符號式溝通行為及溝通功能記次…………………………81 表4-4 S1、Sb、Sa三位個案非符號式溝通的相關比較………………85 表4-5 個案S1之不同實驗階段內溝通行為資料摘要表………………93 表4-6 個案S1之不同實驗階段間溝通行為資料摘要表………………93 表4-7 個案Sb之不同實驗階段內溝通行為資料摘要表………………96 表4-8 個案Sb之不同實驗階段間溝通行為資料摘要表………………96 表4-9 個案Sa之不同實驗階段內溝通行為資料摘要表………………99 表4-10 個案Sa之不同實驗階段間溝通行為資料摘要表………………99 表4-11 個案S1在各階段之溝通行為次數………………………………101 表4-12 個案Sb在各階段之溝通行為次數………………………………112 表4-13 個案Sa在介入期之溝通行為次數………………………………121 表4-14 個案對非符號式溝通理解之進步………………………………131 圖目錄 圖3-1 研究架構圖…………………………………………………………41 圖3-2 單一受試之跨受試多基線設計……………………………………43 圖3-3 兒童對溝通之理解…………………………………………………58 圖4-1 S1、Sb、Sa三位受試在跨受試多基線的介入程序………………87 圖4-2 S1溝通行為次數曲線圖……………………………………………90 圖4-3 Sb溝通行為次數曲線圖……………………………………………94 圖4-4 Sa溝通行為次數曲線圖……………………………………………97 圖4-5 層層包裹的難度設計………………………………………………138

    一 、中文部分
    杜正治譯(民83):單一受試研究法。台北,心理。
    林寶貴主編(民88):中華民國特殊教育概況。教育部印行。
    張正芬(民89):「自閉症兒童問題行為功能之探討」。特殊教育研究學刊,18期,127-150頁。
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