臺灣博碩士論文加值系統

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

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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。
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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。
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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。


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