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研究生:張敬賢
研究生(外文):Ching-Hsien Chang
論文名稱:典型發展、特定型語言障礙、唐氏症、與自閉症幼兒早期溝通行為之比較
論文名稱(外文):Comparing the Early Communicative Behaviors among Children with Normal Development, Specific Language Impairment, Down’s Syndrome, and Autistic Disorder
指導教授:錡寶香錡寶香引用關係
指導教授(外文):Pao-Hsiang Chi
學位類別:碩士
校院名稱:國立台北護理學院
系所名稱:聽語障礙科學研究所
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
中文關鍵詞:溝通行為溝通與象徵行為發展量表唐氏症自閉症特定型語言障礙
外文關鍵詞:CSBS DPAutismdown''s syndromespecific language disordercommunication behaviorsymbolic behavior
相關次數:
  • 被引用被引用:10
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  • 下載下載:580
  • 收藏至我的研究室書目清單書目收藏:10
語言是人類主要的溝通方式及工具,嬰兒從出生便開始學習在不同環境及溝通對象中學習逐漸將溝通意圖表達的更清楚。發展過程中,幼兒學習使用手勢、發聲、口語、及許多溝通行為,均形成協助溝通重要的要素。回顧過去研究,已針對幼兒在早期語言溝通行為歸納出與後續語言發展具有高度關聯的溝通功能向度,但對特殊需求幼兒而言,卻需考量本身的異質性,故針對個別族群幼兒進行個別溝通行為特質的探討,對未來有效的療育計畫是相當重要的工作。本研究目的為探究特定族群幼兒溝通行為之特質,並歸納影響其差異之相關因素。
本研究收集語言發展階段均於單詞期之典型發展、特定型語言障礙、唐氏症、及自閉症幼兒各6名,共計24名受試者,主要透過溝通與象徵行為發展量表(CSBS DP)施測,進行溝通能力及象徵能力之分析,並藉由與功能性發展及社會互動障礙指標之比較,瞭解各組幼兒溝通行為個別特質,及影響的相關因素。
研究結果發現,就溝通行為上,特定型語言障礙幼兒主要以發聲頻率、子音清單、音節變化性等溝通方式上較弱,唐氏症幼兒則以運用手勢之要求技巧、溝通自發性等溝通功能較弱,自閉症幼兒於交集注意、相互性、及社會情感等溝通功能,及手勢、聲音運用等溝通方式上均出現較弱勢的表現;象徵行為上,自閉症幼兒相較其他組別出現「量」與「質」的障礙。建議發展CSBS DP簡式以利臨床應用,並進行後續長期追蹤研究以利進一步探討。
Recent studies suggest that the development of communication behavior contains various means, including gesture, vocalization, and verbal production, which are important processes of expressing ones communication intention. Researchers in the previous studies have indicated that several important domains of communication behaviors in young children are related to their communication functions. However, the communication behaviors in children with special needs are varied due to their individual symptoms. Therefore, researchers and clinical professions are eager to find out the communication problems in children with special needs, as well as the necessity to use an efficient tool to evaluate the individual differences and the characteristics of early communication behaviors. The major goals in this research are to find the individual characteristics in children with specific language disorder, Down’s syndrome, and autistic disorder, and in addition to conclude the related influencing factors among these groups.
In this research, a total of 24 young children were observed and evaluated. Their language development stages are controlled in early and late one word stage based on the definition of Bates (1979). The Communication and Symbolic Behavior Scale Developmental Profile (CSBS DP) is used to collect the communication and symbolic behavior data. The individual group performances on communication and symbolic behaviors are compared with each other. The relationships among communication and symbolic behaviors and relevant factors are also analyzed in the study.
The results indicate: (1) Young children with specific language disorder had potentially lower frequency in vocalization, and in addition they are more limited in consonant inventory and syllable variety performances. (2) Young children with Down’s syndrome had potentially poorer gestural requesting skill and lower motivation in spontaneous communication. (3) Young children with autism showed significant poorer skills in joint attention, reciprocity, gestural and vocal use. And the symbolic behavior also showed significant poorer performances in both inventory and complexity of action schemes in play comparing with other groups. Present results indicate 3 groups which demonstrate different communication patterns. Such results are supported by previous research. Further studies to develop simplified screening formula of CSBS DP and studies with longitudinal follow-ups are suggested .
中文摘要………………………………………………………………………………I
英文摘要………..…………………………………………………………………….II
目錄…………………………………………………………………………………..III
表目次……………………………………….……………………………...………...V
圖目次……………………………………………………………………………....VII
第一章 緒論………………………………………………………….…………...1
第一節 研究動機……………………………………………….…………...1
第二節 研究目的……………………………………………………………8
第二章 文獻回顧…………………………………………………………………9
第一節 幼兒溝通行為、溝通意圖、符號運用的發展…………………….9
第二節 早期溝通行為之評量……………………………………………..14
第三節 特定型語言障礙、智能障礙與自閉症之早期語言功能比較…..19
第三章 研究方法………………………………………………………………..32
第一節 研究架構…………………………………………………………..32
第二節 研究對象…………………………………………………………..33
第三節 實驗設計…………………………………………………………..38
第四節 研究工具…………………………………………………………..39
第五節 資料分析…………………………………………………………..48
第四章 研究結果…………………………………………………………………51
第一節 初步分析…………………………………………………………..51
第二節 不同組別幼兒在CSBS DP得分之比較分析……………………58
第三節 CSBS DP與其他因素之比較分析…………………………….…70
第五章 討論與建議………………………………………………………….….75
第一節 綜合討論……………………………………………………….….75
第二節 研究限制…………………………………………………….…….87
第三節 建議………………………………………………………………..89
參考文獻……………………………………………………………………………..93
附錄…………………………………………………………………………………106
附錄一 家長同意書………………………………………………...………….106
附錄二 兒童基本資料…………………………………………………………107
附錄三 CSBSTM照顧者問卷…………………………………………………..108
附錄四 CSBSTM主要照顧者評量表…………………………………………..113
附錄五 CSBSTM照顧者問卷中文化授權書…………………………………..114
附錄六 行為樣本收集指導語…………………………………………...…….116
附錄七 CSBS DP施測流程……………………………………………………117

表目次

表3-1 受試者基本資料表………………………………………………………36
表3-2 各組受試者生理年齡分佈列表…………………………………………36
表3-3 各組受試者於CCDI各功能發展月份列表……………………………37
表3-4 各組受試者於CARS總得分表…………………………………………38
表4-1 各組受試者於CSBS DP主要項目量表分數得分分佈列表…………..53
表4-2 各組於CSBS DP各項目原始分數平均得分分佈列表………………..56
表4-3 各組於CSBS DP「溝通功能」面向量表分數與各分項原始分數運用Mann-Whitney U test配對比較結果…………………………………....60
表4-4 各組於CSBS DP「手勢運用」面向量表分數與各分項原始分數運用Mann-Whitney U test配對比較結果………………...……………….…61
表4-5 各組於CSBS DP「聲音運用」面向量表分數與各分項原始分數運用Mann-Whitney U test配對比較結果……..………………..……………62
表4-6 各組於CSBS DP「口語運用」面向量表分數與各分項原始分數運用Mann-Whitney U test配對比較結果…………………………………….63
表4-7 各組於CSBS DP「相互性」面向量表分數與各分項原始分數運用Mann-Whitney U test配對比較結果…………………………………….64

表4-8 各組於CSBS DP「社會情感指標」面向量表分數與各分項原始分數運用Mann-Whitney U test配對比較結果…………………………………65
表4-9 各組於CSBS DP「象徵行為」面向量表分數與各分項原始分數運用Mann-Whitney U test配對比較結果……………………………………67
表4-10 各組於CSBS DP「整體溝通行為」總量表分數運用Mann-Whitney U test配對比較結果……………………………………………………………67
表4-11 各組於CSBS DP各面向量表分數配對比較呈現顯著差異之結果…...68
表4-12 各組於CSBS DP各分項目原始分數配對比較呈現顯著差異之結..…69
表4-13 各組生理年齡運用Mann-Whitney U test配對比較結果………………71
表4-14 全體受試者生理年齡與CSBS DP各向度之相關表…………………...71
表4-15 各組受試者語言發展階段分佈列表………………..…………………..72
表4-16 語言發展階段與CSBS DP各向度Mann-Whitney U test配對比較結果…………………………………………………………………………73
表4-17 各組受試者於CSBS DP施測時間分佈列表…………………………...73
表4-18 各組CSBS DP「溝通誘導」階段使用時間運用Mann-Whitney U test配對比較結果…………………………………………………..………...74


圖 目 次

圖3-1 研究架構圖………………………………………………………………33
圖4-1 各組於CSBS DP主要項目量表分數平均得分柱狀圖……………..…52
圖4-2 各組受試者於CSBS DP各向度原始分數折線圖……………………..56
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