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研究生:謝淑珍
研究生(外文):Shu-Chen Hsieh
論文名稱:發展遲緩幼兒溝通教學成效之研究
論文名稱(外文):The Effects of Pictures Exchange Communication System to the Teaching Outcome of Preschool Children with Development Delay
指導教授:葉瓊華葉瓊華引用關係
指導教授(外文):Yeh Chiung-Hua
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:137
中文關鍵詞:發展遲緩圖片兌換溝通系統早期療育
外文關鍵詞:development delaypicture exchange communication systemearly intervention
相關次數:
  • 被引用被引用:107
  • 點閱點閱:7764
  • 評分評分:
  • 下載下載:2219
  • 收藏至我的研究室書目清單書目收藏:27
本研究旨在探討圖片兌換溝通系統對發展遲緩幼兒溝通行為之影響。以安置在台北市立文山特殊教育實驗學校三名發展遲緩幼兒為研究對象。個案年齡在四歲至六歲間,皆具有溝通障礙。
研究方法採單一受試實驗設計中之跨個人多試探實驗設計,自變項為圖片兌換溝通系統教學,依變項為被動反應及主動表達之次數。實驗地點在個案上課的教室內,觀察時間則是上午點心後的自由活動時間,每位個案抽出十分鐘進行個別觀察。每名個案先後接受基線期和處理期的實驗處理,處理期之後進行五次維持期的觀察,類化期則為點心時間。
本研究的資料蒐集方法是以攝影機拍攝實驗過程,事後以溝通行為觀察紀錄表紀錄。所得資料除被動反應及主動表達次數以目視分析與C統計進行分析處理,被動反應及主動表達的口語及非口語、適當及不適當則以百分比分析,另外教師及父母意見訪談則採用質的分析,資料分析結果則作為本研究的社會效度。
綜合本研究結果如下:
一、圖片兌換溝通系統能促進發展遲緩幼兒的被動反應次數。
二、圖片兌換溝通系統能促進發展遲緩幼兒的主動表達次數。
三、圖片兌換溝通系統對發展遲緩幼兒被動反應次數之增加具保留效
果。
四、圖片兌換溝通系統對發展遲緩幼兒主動表達次數之增加具保留效
果。
五、圖片兌換溝通系統對發展遲緩幼兒被動反應次數之增加具類化效
果。
六、圖片兌換溝通系統對發展遲緩幼兒主動表達次數之增加具類化效
果。
七、由教師及家長訪談中得知,教師及家長皆認為圖片兌換溝通系統能
有效增進對發展遲緩幼兒溝通行為。實驗結束後,教師仍願意運用
圖片兌換溝通系統來進行溝通教學。
The purpose of the study was to investigate the effectiveness of training preschool children with development delay to use picture exchange communication system to improve their communication skills. Three preschool students with development delay at WEN-SHANG Special Education School participated in the study. The participants' age were ranged from 4 to 6 and all of them had the communication disability.
A single-subject experimental design of multiple probe design across subjects was used to evaluate the results. Data collected during the study were analyzed by using visual inspection techniques, timeseries C statistic. A Teacher Evaluation Questionnaire and a Parent Evaluation Questionnaire were used at the end of the last maintenance session to evaluate the teachers' and parents' opinions regarding ac-
ceptability of various aspects of teaching Picture Exchange Communication System to promote communication skills.
Results showed that all students made gains in cmmunication skills. The frequency of communication response and spontaneous communication were improved by teaching Picture Exchange Communication System within intervention sessions and were maintained during the maintenance period. The communication skills were also extended to a non-training situation.The results of Teacher Evaluation Questionnaire and Parent Evaluation Questionnaire both showed that teachers and parents were encouraged by their students' and the children's progress in communication skills. They would like to keep teaching Picture Exchange Communication System to promote the communication skills of preschool students with development delay.
中文摘要 I
英文摘要 III
目次 V
表次 VIII
圖次 X
第一章 緒論 1
第一節 研究動機 2
第二節 研究目的與假設 4
第三節 名詞解釋 5
第四節 研究限制 8
第二章 文獻探討 9
第一節 發展遲緩幼兒與早期療育 9
第二節 發展遲緩幼兒的溝通問題 18
第三節 溝通系統之相關應用研究 27
第三章 研究方法 36
第一節 研究對象 36
第二節 研究情境 39
第三節 研究工具 41
第四節 研究設計 42
第五節 研究步驟 45
第六節 資料處理 50
第四章 結果分析 55
第一節 被動反應之處理、保留及類化效果分析 56
第二節 主動表達之處理、保留及類化效果分析 76
第三節 教師及父母訪談資料分析 94
第五章 結論與建議 101
第一節 摘要 101
第二節 討論 104
第三節 結論 105
第四節 建議 106
參考書目
中文部分 109
英文部分 113
附錄
附錄一 致家長的信 124
附錄二 溝通行為定義 126
附錄三 溝通行為觀察記錄表 129
附錄四 教師訪談題綱 130
附錄五 父母訪談題綱 131
附錄六 圖片兌換溝通系統教學講義 132
表次
表1 研究對象基本資料 37
表2 觀察者間信度表 52
表3 個案甲、乙、丙被動反應次數階段內變化分析摘要表 60
表4 個案甲、乙、丙被動反應次數相鄰階段間變化分析摘要表 60
表5 個案甲、乙、丙被動反應次數C值統計表 65
表6 個案甲、乙、丙類化期被動反應次數C統計摘要表 66
表7 個案甲、乙、丙口語及非口語被動反應次數統計表 67
表8 個案甲、乙、丙適當及不適當被動反應次數統計表 71
表9 個案甲、乙、丙處理期教學提示百分比(次數)紀錄表 74
表10個案甲、乙、丙主動表達次數階段內變化分析摘要表 78
表11 個案甲、乙、丙主動表達次數相鄰階段間變化分析摘要表 78
表12 個案甲、乙、丙主動表達次數C值統計表 82
表13 個案甲、乙、丙類化期主動表達次數C統計摘要表 83
表14 個案甲、乙、丙口語及非口語主動表達次數統計表 87
表15 個案甲、乙、丙適當及不適當主動表達次數統計表 91
圖次
圖1 教室佈置圖 40
圖2 教學實施流程圖 49
圖3 個案甲、乙、丙在基線、處理、維持及類化期被動反應的次數曲線
圖 57
圖4 個案甲、乙、丙適當及不適當被動反應的次數曲線圖 70
圖5 個案甲、乙、丙在基線、處理、維持及類化期主動表達的次數曲線
圖 77
圖六 個案甲、乙、丙適當及不適當主動表達的次數曲線圖 90
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