臺灣博碩士論文加值系統

中文摘要
本研究的目的是比較兩種輔助性溝通模式對極重度自閉症孩子的行為語言教學成效。本研究的兩位參與者為極重度自閉症的孩童。研究的資料是透過參與者的教師和父母會談之後，取得孩童的溝通技能。
本研究設計使用單一受試交替處理的方式來比較圖片兌換溝通和口、手語並用的溝通教學。並以量化統計與質性分析方式，兩者相互參照整合結論。自變項是利用在教室內學生每天生活所使用的溝通模式。評估也是自變項重要變數之ㄧ。依變項分三類：與大人配合的程度、請求動作、動作模仿。本研究結果如下：
第一、圖片兌換溝通模式或口手語並用溝通模式，能為極重度自閉症孩子獲得溝通技能。
第二、會在一種溝通模式上顯示其偏愛。
第三、從重要他人的觀點看，兩種溝通模式的社會成效，證明目前社會層面是可以接受這樣的溝通方式。
最後，本研究提出了未來研究的重要議題，以供參考。
關鍵字：輔助溝通系統，圖片兌換溝通系統，自閉症光譜，口手語並用溝通模式，行為語言

ABSTRACT
This study was to compare the effects of the two communication modes of augmentative and alternative communication system (AAC) on teaching behavioral language for children with Autism Spectrum Disorder (ASD). Two children diagnosed with ASD participated. Background data were gathered through interviews with teachers and parents of the participants to gain information on communication skills.
An alternating-treatment design with baseline of single subject research was used. Separate analysis of the quantitative and qualitative data revealed discrepant findings. The independent variable was the use of AACs to see students with autism in cooperation, a request of a desired item, and motor imitation within a day in the life of a classroom. An assessment is also considered as a major set of the independent variables. The dependent variables were divided into three categories: cooperation with adults, requests, and motor imitation.
Results showed that 1)both communication strategies could increase the number of the rate of acquisition, 2)when either of mode was given choice, the children showed preference; and 3) social validity data gathered through end of the study questionnaire revealed that both parents and teachers believed that both interventions were effective strategies in children’s communication.
For future teaching suggestions were also provided at the end of this study.
Key words: Augmentative and Alternative Communication System (AAC), Picture Exchange Communication System (PECS), Autism Spectrum Disorder (ASD), Manual Signs, Behavioral Language

Contents

Acknowledgments………………………………………………………………………………. iii
Abstract………………………………………………………………………………………….. iv
Chinese Abstract........................................................................................................................... v
List of Tables……………………………………..….…….…….………………….….………. x
List of Figures…………………………………………….….…….…………………………… ix
Chapter 1 Introduction…………………….……………………….….……………..……….. 1
Background for the Study………………………..…………….……….………………… 1
Purpose of the Study…………………………………………..…..………………….…… 3
Research Questions…………………………………..…….…………….……………….. 4
Definition of Terms……………………………………………………………………… 4
Augmentative and Alternative Communication (AAC)………………….……….. 5
Picture Exchange Communication System (PECS)………………………………. 6
Manual Signs………………………………………………………………………. 7
Natural Language Teaching Paradigm……………………………………………. 8
Behavioral Language………………………………………………………………. 9
Limitation of Study………………………………………………..……….……………... 9
Chapter 2 Review of the Literature………………….………………………….…………… 12
Socialization………………………….…………………………………………………... 12
Communication and Language……………………………………..…………………… 13
Communication Characteristics……………………………………………………. 14
Echolalia…………………………………………………………………………… 15
Imagination and Play………………………………………..……………………………. 15
The Positive Effects of PECS………………………..………………………………...... 20
The Picture Exchange Communication System vs. Manual Signs……………..…….…… 20
Using the Right and Appropriate AAC Intervention…………………………………….. 22
Human Factors and AAC Intervention between PECS and Manual Signs……………… 24
Using the Picture Exchange Communication System…………………………………… 27
Using the Manual Signs………………………………..………………………………… 28
PECS Outcomes…………………………….………………………………….………… 29
Perspectives on Classroom Observation…………………………………………………. 30
Using Routines to Request…………………………………..……………..……………. 31
A Day in the Life of Classroom…………….……………………….……………………. 31
Chapter 3 Research Methodology..…………………………..………..…….……………….. 37
Structure of Research……………………………………….…..………………………… 37
Independent Variables..……………………………………………………………. 37
Dependent Variables……………………………………………………………….. 40
Control Variable……………………………………………………………………. 41
The Participants……………………..……………………..…..………….……………… 43
Selection Criteria………………………………………..…..…………….……..... 43
Client Description…………………………….…..….……………………………. 45
Apparatus………………………..………………….………..…………………………… 49
Teacher-Made Preference Assessment…………………………………………….. 50
The Pyramid Approach to Education……………………………………………… 50
PECS Materials…………………………………………………………………… 52
Antecedent-Behavior-Consequence Form………………………………………… 53
Language Behavior Assessment…………………………………………………… 54
Teacher-Made Teaching Plan Evaluation…………………………………………. 54
Research Design…………………………………………………………………………. 55
Teaching and Assessment Procedures……………………………………………..………. 57
Baseline Observation Phase…………………………………………….……….... 57
Intervention Phase……………………………………….………………………… 58
Final Treatment Phase……………………….…….……………………………...... 59
Confidentiality…………………………………..………………………………………... 60
Interviews Information and Records Review Data………………………………………. 61
Data Collection Procedures………………………………………………………………. 61
Data Analysis Procedures……………………………………………..…………………. 63
Visual Analysis………………………………………………………..…………… 63
The C Statistic………………….…………………………………………………. 64
Treatment Integrity…………….………………..….…………………………………….. 65
Social Validity………………….………………….……………………………………… 66
Chapter 4 Results and Discussion of Study...……………….……………………………….. 68
Individual Results Analysis……….…………………………………...……………….... 68
The Use of the C Statistic…………………………………………..…………………….. 84
The First Research Question…………...………………..….………………………….... 86
The Second Research Question…..………………………..………………………..……. 89
The Third Research Question………….…………………..……….…………..………… 91
Chapter 5 Discussion, Conclusion and Recommendation.…………………………………. 93
Discussion of Results: Visual Supports of Literature Review…………………..….…...... 95
Comprehension……………………………………………………………………. 95
Reinforcement…………………………………………………………………….. 97
Challenging Behavior……………………………………………………………… 97
Mode of Communication……………...…………………………………………… 98
Physical Prompting………..………………...…………………………………….. 98
Routines..………………………………………………………………………….. 99
Manual Signs…………………………………………………………………….... 99
Individual results…………………………..……………..…...………………………..... 100
Conclusion of the First Research Question………………………….……………………. 101
Conclusion of the Second Research Question…………………………………..……...... 101
Conclusion of the Third Research Question …………….….…………………………….. 102
Conclusion of Anecdotal Results………………………………………………………… 103
Suggestions for Future Research………………………………..……………..……….... 105
Conclusion……………………..…………………………….…………………………… 108
References….………………………………….…………..…….…………………..………….. 111
Appendices……………………………………………………………………………………… 124
Appendix A: Letters to Potential Families.…….…………….………………....……….. 125
Appendix B: Informed Consent.….….…..……………..…..………………….……….... 126
Appendix C: Interview Form for Communication Behavior (Parent)...…………….….... 127
Appendix D: Interview Form for Communication Behavior (Teacher).……………….... 128
Appendix E: Social Validation Questionnaire…….……………………….……….…..... 129
Appendix F: The Behavioral Language Assessment Form………………………………. 131
Appendix G: Questionnaire of Planning and Evaluating Program……………………...... 132
Appendix H: A-B-C Form……………………………………………………………….. 134
Appendix I: Picture Exchange Communication System…………………………………. 135
Appendix J: PECS Phase I………………………...…………………………………….. 136
Appendix K: PECS Phase I Anecdotal ………………………………..……………….... 137
Appendix L: PECS Phase II……………...………………………………………………. 138
Appendix M: Teaching and Evaluation Plan...…………………………………………… 139
Appendix N: Total Task Presentation Data Evaluation Form (Biweekly)......…………… 161
Appendix O: Augmentative Communication Tracking: Vocabulary Words Level 1……. 162
Appendix P: Picture Communication Words……………………………………………. 164



List of Tables

Table 2.1 Comparative Studies Using Single-Subject Alternating Treatments Designs…...... 19
Table 3.1 Classroom Daily Schedule………………………………………………………… 43
Table 3.2 Participant Description……………………………………………………………. 49
Table 3.3 Preference Assessment (Edible Reinforcers)……………………………………… 52
Table 3.4 Results of Apparatus Survey……..……………………………………………...... 55
Table 3.5 Research Procedures…………………………………………………………….... 62
Table 3.6 Treatment Integrity Checklist… ………………………………………………..... 66
Table 4.1 Cooperation with Adults within Condition Analysis of Participant 1……………. 74
Table 4.2 Cooperation with Adults between Adjacent Conditions Analysis of Participant1… 74
Table 4.3 Mands within Condition Analysis of Participant 1……………..………….……… 75
Table 4.4 Mands between Adjacent Conditions Analysis of Participant 1………...……….. 75
Table 4.5 Motor Imitation within Condition Analysis of Participant 1…….……………….. 76
Table 4.6 Motor Imitation Adjacent Conditions Analysis of Participant 1…………..………. 76
Table 4.7 Cooperation with Adults within Condition Analysis of Participant 2...….………. 81
Table 4.8 Cooperation with Adults between Adjacent Conditions Analysis of Participant2… 81
Table 4.9 Mands within Condition Analysis of Participant 2……….……….…………….... 82
Table 4.10 Mands between Adjacent Conditions Analysis of Participant 2………………...... 82
Table 4.11 Motor Imitation at within Condition Analysis of Participant 2……….………….. 83
Table 4.12 Motor Imitation between Adjacent Conditions Analysis of Participant 2………… 83
Table 4.13 The C Statistic…………………………………………………………………….. 85
Table 4.14
Total Number of Sessions, Total Trials, Trials to Criterion for each Participant during Lesson Time…………………………………………………………………
87

Table 4.15

Total Number of Teaching Sessions, Total Teaching Trials, and Trials to
Criterion for each Participant during Snack Time………………….......................

88
Table 4.16
Total Number of Sessions, Total Trials, Trials to Criterion for each Participant during Play Time….………………………………………………………………
89
Table 4.17 Total Number of Choice Trials, Percentage of Times Devices Chosen and Average Percentage Correct for each Participant during Lesson Time.……………
90
Table 4.18
Total Number of Choice Assessment Trials, Percentage of Times Devices Chosen and Average Percentage Correct for each Participant during Snack Time..………
90
Table 4.19 Total Number of Choice Trials, Percentage of Times Devices Chosen, and Average Percentage Correct for each Participant during Play Time……..………...
90
Table 4.20 Measures of Frequencies from the Ratings of Social Validity……….………….... 92

List of Figures

Figure 2.1 The Umbrella Diagram the Five Categories of Pervasive Developmental Disorders………………………………………………………………………….
16
Figure 2.2 Greeting Pictures……………………………………………………….……….. 32
Figure 2.3 Transitions Time Pictures………………………………….…………………….. 33
Figure 2.4 Circle Time Pictures……………………………………………………………… 34
Figure 2.5 Pictures of the Map of Day…………..………………………………………...... 34
Figure 2.6 Timetable Pictures of Communication Board……………………………..…….. 36
Figure 3.1 Research Structure………………………………………………….………….... 38
Figure 4.1
Percentage of Correct Responses across Baseline, Alternating Treatment, and Final for Participant 1 during Lesson Time…….………………………………...
72
Figure 4.2
Percentage of Correct Responses across Baseline, Alternating Treatment, and Final for Participant 1 during Snack Time..…..…………………………...….....
73
Figure 4.3
Percentage of Correct Responses across Baseline, Alternating Treatment, and Final for Participant 1 during Play Time..….……………..……………………..
73
Figure 4.4
Percentage of Correct Responses across Baseline, Alternating Treatment, and Final for Participant 2 during Lesson Time………………………………………
80
Figure 4.5
Percentage of Correct Responses across Baseline, Alternating Treatment, and Final for Participant 2 during Snack Time………………………..………….......
80
Figure 4.6 Percentage of Correct Responses across Baseline, Alternating Treatment, and Final for Participant 2 during Play Time..…………………..……………………
80
Figure 4.7 Trials of Criterion across Participants during Lesson Time………………..…..... 87
Figure 4.8 Trials to Criterion across Participants during Snack Time……………………..... 88
Figure 4.9 Trials to Criterion across Participants during Play Time.………..…………....... 89

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