運用語音溝通板(SGDs)介入之教學策略對口語受限重度智能障礙學生社交互動之成效

Abstract

本研究旨在探討運用語音溝通板（SGDs）介入之教學策略對提升口語受限重度智能障礙學生社交互動(邀請、輪流、讚美)行為之成效，研究對象為兩名就讀特殊教育學校高職部二年級口語受限之重度智能障礙女學生，自變項為語音溝通板（SGDs）介入之教學策略，依變項為研究對象進行邀請、輪流、表達讚美共三個社交互動行為的出現次數及提示策略得分率之表現情形。 本研究採單一受試研究法之跨行為多基線設計，從基線期、介入期及維持期三個實驗階段蒐集資料，並以視覺分析法和C統計分析資料，瞭解介入效果，最後訪談參與教師及同儕，作為本研究之社會效度。 本研究結果顯示： 一、研究對象使用語音溝通板（SGDs）介入之教學策略進行邀請互動之次數及提示策略得分率均提升，且在維持期有保留效果。 二、研究對象使用語音溝通板（SGDs）介入之教學策略進行輪流互動之次數及提示策略得分率均提升，且在維持期有保留效果。 三、研究對象使用語音溝通板（SGDs）介入之教學策略進行讚美互動之次數及提示策略得分率均提升，且在維持期有保留效果。 四、本研究具有良好之社會效度。 本研究依據研究結果，提出未來運用語音溝通板（SGDs）介入重度智能障礙社交互動教學及研究之建議，提供實務工作者及其他研究者做參考。

The Effectiveness of Using Speech Generating Devices（SGDs）as Teaching Strategies on Social Interactive Behaviors of Students with Limited Verbal and Severe Intellectual Disabilities Chen, Tsui-Feng Abstract The primary purpose of this study was to explore the effectiveness of using speech generating devices (SGDs) as teaching strategies on social interactive behaviors of two students with limited verbal and severe intellectual disabilities. Participants were two 2nd-grade girl students in the senior vocational department of a special education school. The independent variable was the speech generating devices (SGDs) teaching strategies, whereas the dependent variables were the participants’ social interactive behaviors (i.e., inviting, taking turns, and expressing praise) in terms of frequency and prompting scores. This study employed a multiple-baseline design across behaviors including the baseline, intervention and retention phases. The data were obtained from these three experimental phases and processed with the technique of visual and simplified time-series analysis to examine the intervention effects. Additionally, the researcher interviewed the participants’ peers and teachers participating in this study to ensure social validity of this study. The results of this study were specified as follows: A. The obtained data showed that SGDs raised the frequency and prompting scores in the participants’ inviting behaviors,and during maintenance phase the behaviors were retained. B. The obtained data showed that SGDs raised the frequency and prompting scores in the participants’ turn-taking behaviors,and during maintenance phase the behaviors were retained. C. The obtained data documented that SGDs increased the frequency and prompting scores in the participants’ praise-expressing behaviors ,and during maintenance phase the behaviors were retained. D. The obtained data from interviews indicated that the study demonstrated positive social validity. In the conclusion, implications for teaching SGDs strategy were addressed and suggestions for future studies were proposed. Keywords: Severe intellectual disabilities, social interactive behavior, augmentative& alternative communication (AAC), speech generating devices（SGDs）