圖卡兌換溝通系統訓練方案對特殊教育學校高職部重度唐氏症學生自發性溝通行為的成效
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2014
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Abstract
本研究採用單一受試研究設計中的跨受試多探試設計，探討圖卡兌換溝通系統訓練方案對特殊學校高職部重度唐氏症學生自發性溝通行為的成效。本研究之研究對象為三名就讀於臺灣南部某特殊教育學校高職部唐氏症學生，其表達能力為無口語或口語表達能力有限。本研究自變項為圖卡兌換溝通系統訓練方案，依變項為三名研究對象經訓練方案介入後之自發性溝通行為的表現。三名研究對象分別接受基線期、處理期、維持期之觀察與評量，並將所蒐集到的資料以視覺分析及C統計進行分析，以瞭解圖卡兌換溝通系統訓練方案對三名研究對象自發性溝通行為之成效，本研究主要發現如下：
1.三位研究對象於處理期的表現水準與基線期相較，在視覺分析與C統計分析上均顯著提升，顯示圖卡兌換溝通系統對提升重度唐氏症學生的自發性溝通行為有立即學習成效。
2.三位研究對象於維持階段的表現水準與類化階段相較，在視覺分析上雖稍有下降傾向，但在C統計分析上並未達顯著水準，顯示圖卡兌換溝通系統對重度唐氏症學生學習的自發性溝通行為具有維持效果。
此外，為瞭解本研究是否具備社會效度，請相關人員填寫社會效度調查表，結果顯示相關人員對於本研究訓練效果持有正向態度，即本研究具有良好社會效度。最後，本研究依據研究結果提供相關建議，作為未來訓練與研究之參考。
The purpose of this study was to investigate the effects of picture exchange communication system (PECS) to enhance spontaneous communication behaviors for 3 high school level students with severe Down’s syndrome at a special education school. PECS training was implemented with 3 severe Down’s syndrome students with non-verbal and limited word utterances. A multiple probe design across subjects was used to assess the effectiveness of PECS on enhancing the spontaneous communication behaviors of these individuals. The independent variable was the PECS training and the dependent variable was the percentage of correct responses of spontaneous communication behaviors. Data was collected based on 3 phases: baseline, intervention, and maintenance. Visual analysis and simplified time-series analysis were used to analyze the effects of the training. Results of this study were summarized as follow: (a) PECS took effect on the acquisition of spontaneous communication behaviors for these 3 high school level students with severe Down’s syndrome at a special education school, and (b) PECS was effective on maintaining spontaneous communication behaviors for at least 2 weeks. In addition, the evidence for the social validity of this intervention project was provided by the significant individuals of participating students. The Results of their interviews show that this intervention project was helpful to the 3 participating students. And further suggestions were proposed for future studies and training as based on the main findings of this study.
The purpose of this study was to investigate the effects of picture exchange communication system (PECS) to enhance spontaneous communication behaviors for 3 high school level students with severe Down’s syndrome at a special education school. PECS training was implemented with 3 severe Down’s syndrome students with non-verbal and limited word utterances. A multiple probe design across subjects was used to assess the effectiveness of PECS on enhancing the spontaneous communication behaviors of these individuals. The independent variable was the PECS training and the dependent variable was the percentage of correct responses of spontaneous communication behaviors. Data was collected based on 3 phases: baseline, intervention, and maintenance. Visual analysis and simplified time-series analysis were used to analyze the effects of the training. Results of this study were summarized as follow: (a) PECS took effect on the acquisition of spontaneous communication behaviors for these 3 high school level students with severe Down’s syndrome at a special education school, and (b) PECS was effective on maintaining spontaneous communication behaviors for at least 2 weeks. In addition, the evidence for the social validity of this intervention project was provided by the significant individuals of participating students. The Results of their interviews show that this intervention project was helpful to the 3 participating students. And further suggestions were proposed for future studies and training as based on the main findings of this study.
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唐氏症, 圖卡兌換溝通系統, 自發性溝通行為, Down’s syndrome, picture exchange communication system (PECS), spontaneous communication behaviors