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研究生:劉明倩
研究生(外文):Ming-Chian Liou
論文名稱:親子互動溝通訓練方案對促進發展遲緩兒童語言發展的成效
論文名稱(外文):The Effect of Parental Training on Language Gains in Developmentally Delayed Children
指導教授:曾進興曾進興引用關係
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:聽力學與語言治療研究所
學門:醫藥衛生學門
學類:復健醫學學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:103
中文關鍵詞:家長訓練發展遲緩兒童親子互動
外文關鍵詞:parental trainingdevelopmentally delayed childrenparent-child interaction
相關次數:
  • 被引用被引用:17
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  • 下載下載:124
  • 收藏至我的研究室書目清單書目收藏:18
本研究探討親子互動溝通訓練方案對語言發展遲緩兒童的語言發展與學習成效,包括親子互動溝通訓練方案的發展、合理性、及其成效,並將此訓練方案視為提昇兒童語言發展的一種有效的治療方式。
研究之實驗組包含參與20次親子互動課程的10個家庭。在研究進行前、後針對兒童進行各項語言發展評估,並由治療師完成親子互動溝通檢核表,目的在於了解親子互動課程對增進兒童語言溝通能力的成效。研究結果顯示,親子互動溝通訓練方案可以提供家長親子互動策略,進而促進兒童語言發展。此外,研究結果指出兒童在詞彙理解發展上有差異性存在,未來的研究需謹慎選擇更具有敏感度的評量工具。
本研究也針對未來在親子互動溝通訓練方案的研究提出建議。
This study examined the effects of a parent training program on the development and acquisition of language of children with speech and language developmental delay.
The rationale, development, and effectiveness of a Parent Training Program were described as an approach to the treatment of children with speech and language problems. The experimental group included ten families participating in a 20-session patent-child interaction treatment. Before and after parent-child interaction treatments, speech and language assessments were administered to children and a questionnaire was completed by speech therapist to evaluate the communication effectiveness in terms of parent-child interaction. Outcome data showed that parent training provided parent-child interaction strategies for parents to enhance children’s language development. The results also indicate only vocabulary comprehension improved, suggesting that need to carefully consider the sensitivity in experimental group of speech and language assessment tools in future research.
The efficacy of the parent training for children with speech and language developmental delay is discussed, and the contents of the parent training for future research are suggested.
中文摘要…………………………………………………………Ⅰ
英文摘要…………………………………………………………Π
目錄………………………………………………………………Ⅲ
表次………………………………………………………………Ⅴ
第一章 緒論……………………………………………………1
第一節 研究背景與動機………………………………………1
第二節 研究目的與問題………………………………………4
第二章 文獻探討………………………………………………5
第一節 親子互動與兒童語言發展……………………………5
第二節 情境教學法的應用……………………………………11
第三節 家長在語言教學的角色………………………………18
第三章 研究方法………………………………………………22
第一節 研究對象………………………………………………22
第二節 研究設計………………………………………………27
第三節 實施程序…………………………………………27
第四節 方案規劃與實施……………………………………29
第五節 研究工具………………………………………………36
第六節 資料處理與分析………………………………………42
第四章 結果與討論……………………………………………43
第一節 親子互動溝通訓練方案對兒童語言能力之探討 …43
第二節 親子互動溝通訓練方案對親子互動溝通能力的探
討………………………………………………………53
第三節 綜合討論………………………………………………55
第五章 結論與建議……………………………………………58
第一節 結論……………………………………………………58
第二節 建議……………………………………………………60
參考文獻…………………………………………………………65
一、中文部分……………………………………………………65
二、英文部分……………………………………………………68
附錄………………………………………………………………78
附錄一 繪本內容………………………………………………78
附錄二 親子互動溝通檢核表…………………………………79
附錄三 親子互動溝通檢核表指導手冊………………………80
附錄四 親子互動溝通活動-家庭作業(示範)………………82
附錄五 親子互動溝通活動-家庭作業 …………………………84
附錄六 「親子互動溝通訓練」手冊 ……………………………85
附錄七 「親子互動溝通訓練」課程……………………………92
附錄八 參與親子互動溝通檢核表專家內容效度檢測之學者專
家…………………………………………………………102
附錄九 家長同意涵………………………………………………103
一、中文部分
王姿元(2000)。隨機教學法對自閉症兒童及其家長溝通行為效果之研究。國立彰化師範大學特殊教育學系碩士論文,未出版,台北市。

林月仙(2006)。8-30個月幼兒溝通能力調查表,未出版。
林玉萍(2001)。從事早期療育之醫師與治療師對發展遲緩的認知。國立高雄師範大學特殊教育系碩士論文,未出版,高雄市。

林宏熾 (1998)。多重障礙學生情境語言教學策略。特教園丁,14(2),12-21。
林寶貴、錡寶香(2000)。語言障礙學生輔導手冊。教育部特殊教育小組。
林寶貴、錡寶香(2006)。兒童口語理解測驗指導手冊。教育部特殊教育小組。
官育文(2002)。家長本位溝通訓練方案之行動研究。國立高雄師範大學特殊教育系碩士論文,未出版,高雄市。

倪志琳(1997)。環境教學法在特殊兒童語言訓練之應用。特殊教育季刊,65(13)13-17。
陳秀才(2001)。親子互動的價值初探。國教輔導,40(3)10961-10965。
陳美琇(1990)。智能不足與正常兒童組母子互動中母親口語及兒童反應行為之研究。國立台灣師範大學特殊教育系碩士論文,未出版,台北市。

許清陽(2006)。國小學童數感理論模式建構與電腦化數感診斷測驗系統之研究。國立高雄師範大學教育學系博士論文,未出版,高雄市。

黃志雄 (2002)。自然環境教學對重度智能障礙兒童溝通能力的影響及其相關研究。國立台南師範學院特殊教育學系碩士論文,未出版,台南市。

黃雅芳 (2004)。自然環境教學法對發展遲緩幼兒功能性語言之影響研究。國立屏東師範學院國民教育研究所碩士論文,未出版,屏東市。

劉麗容 (2003)。突破溝通藩籬-如何跨越生命光譜中不同階段的溝通障礙。台北市:遠流出版社。
蔣蕙如(2003)。早產兒詞彙發展之研究。國立中正大學心理學

研究所碩士論文,未出版,嘉義市。
錡寳香(2006)。兒童語言障礙-理論、評量與教學。台北市:心理出版社。


二、英文部分
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Carson, D.K., Klee, T., Perry, C.K., Muskina, G. & Donaghy, T. (1998). Comparisons of children with delayed and normal language at 24 months of age on measures of behavioral difficulties, social and cognitive development. Journal of Infant Mental Health, 19(1), 59-75.
Delaney, E. M., & Kaiser, A. P. (2001). The effects of teaching parent blended communication and behavior support strategies. Behavioral Disorder, 26(2), 93-116.
Duncan, S. (1997). Early parent-child interaction Grammar to language acquistion. Language & Communication, 17(2),149-164.
Ennio, D. G., Luigi, T., Giuseppe, B., Antonella, B., Alfonso, R., Giuseppina, M., Roberto, P., Onorina, D.M., Ennio, T.& Generoso, A. (2006)Early intervention for children with Down Syndrome in Southern Italy. Journal of Special Care Practices, 19 (1), 50-58.
Fey, M.E., Warren, S.F., Brady, N., Finestack, L. H., Bredin-Oja, S.L., Fairchild, M., Sokol, S., & Yoder, P.J. (2006)Early effects of responsivity education/prelinguistic milieu teaching for children with development delays and their parents. Journal of Speech and Hearing Research, 49, 526-547.
Gallagher, P. A., Rhodes, C.A., & Darling, S. M.(2004).Parents as professionals in early intervention:a parent educator model. Topics in Early Childhood Special Education, 24(1), 5-13.
Gibbard, D., Coglan, L., & MacDonald, J. (2004). Cost-effectiveness analysis of current practice and parent intervention for children under 3 years presenting with expressive language delay. Journal of Language Communication Disorder, 39(2), 229-244.
Girolametto, L., Verbey, M., & Tannock, R. (1994). Improving joint engagement in parent-child intervention:an intervention study. Journal of Early Intervention, 18(2), 155-167.
Hancock, T. B., & Kaiser, A. P.(2002).The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22(1), 39-54.
Hancock, T. B., Kaiser, A. P. & Delaney, E. M.(2002). Teaching parents of preschool at high risk. Topics in Early Childhood Special Education, 22(4), 191-122.
Hepting, N. H., & Goldstein, H. (1996). What nature about naturalistic language intervention. Journal of Early Intervention, 20(3), 249-265.
Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, 18, 269-289.
Hester, P. P., Kaiser, A. P., Alpert, C. A., & Whiteman, B. (1995). The generalized effects of training trainers to teach parents to implement milieu. Journal of Early Intervention, 20(1), 30-51.
Huaqing Qi, C., & Kaiser, A. P. (2004). Problem behavior of low-income children with language delays:an observation study. Journal of Speech, Language & Hearing Research. 47(3), 595-609.
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