運用AAC介入方案對提升低口語發展遲緩幼兒溝通能力之研究

• Main Authors: Yi-Hua Chen, 陳怡華
• Other Authors: Chih-Kang Yang
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/w6pd7p

碩士 === 國立東華大學 === 特殊教育學系 === 107 === The main purpose of this study was to investigate the effectiveness of improving the communication skills through augmentative and alternative communication (AAC) intervention plan for a preschooler with low verbal and developmental delay. The participant was an outgoing boy who could understand daily life instruction and had strong communication motivation. He could use gestures combined with a few voices to express simple sentences. For the research purposes, the A-B-C and multiple probe across behaviors design of the single case research method was used in this study. The communication pictures and the App “Listen & Talk” for iPad Air2 were served as communication aids for the participant. The independent variable was the AAC intervention plan including the functional vocabulary and the sentence structure teaching. The dependent variables were the immediate and maintain effectiveness of learning functional vocabulary and sentences. The researcher collected all the phases of experimental data, and used the visual analysis to analyze the learning effectiveness. In addition, the teacher and family member of the participant were interviewed to obtain social validity. The result of the study were as follows: 1. Ｔhe low verbal young child with developmental delay could learn functional vocabulary by AAC intervention plan and had effects. 2. The low verbal young child with developmental delay could learn sentences structure by AAC intervention plan and had effects. 3. The low verbal young child with developmental delay could improve communication skills in context by AAC intervention plan.