替代性溝通訓練對重度智能障礙兒童溝通能力與異常行為之影響_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	替代性溝通訓練對重度智能障礙兒童溝通能力與異常行為之影響
書刊名：	特殊教育與復健學報
作者：	莊妙芬
作者(外文)：	Tsuang, Mai-feng
出版日期：	2000
卷期：	8
頁次：	頁1-26
主題關鍵詞：	重度智能障礙；替代性溝通；溝通能力；異常行為；Severe mental retardation；Alternative communication training；Communication abilities；Problem behaviors
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(22) 博士論文(5) 專書(0) 專書論文(1) 排除自我引用:21 共同引用:27 點閱:107

　　　　　重度知能障礙兒童由於嚴重發展遲緩，在認知能力有限、生活經驗缺乏之下，往往呈現溝通靂有低下之情形。更甚者，很多重度智能障礙兒童稍具或未具口語能力。在口語能力不足，而又未習得其他替代性溝通方法(如圖卡、照片、動作、實物)，往往以異常行為替代溝通表達之功能。基於上術，本研究主要目的在於探討替代性溝通訓練，對無口語能力之重度智能障礙兒童的溝通行為是否有所增進，及其異常行為是否因其接受替代性溝通訓練後有所減少。研究採用單一受試多基準線跟個人實驗研究設計(multiple baseline across individuals design)。研究對象為三名重度智能障礙兒童，三名受試分別接受基線期與處理期之實驗。在處理期，受試先後接受替代性溝通訓練。最後將基線期與處理期所蒐集之資料，以目視法及C統計加以分析，以了解替代性溝通訓練對三名重度智能障礙兒童在溝通能力與異常行為之影響。最後並進行追蹤期之資料分析，以瞭解處理期之效果是否繼續存在。本研究之主要結果如下： 1.三名受試經過替代性溝通訓練後，其異常行為出現次次數明顯減少，且穩定的保留其進步成果。 2.三名受試經過替代性溝通訓練後，其主溝通之行為次數明顯增加，且穩定的保留其進步成果。

以文找文

　　　　　Low cognitive ability and lack of living experiences are problems commonly found among children with severe mental retardation. These children generally exhibit little or no capability of oral communication. Problem behaviors usually exhibit little or no capability of oral communication. Problem behaviors usually develop to satisfy their communicational needs if alternative communication training such as line drawing, photograph, gesture, and tangible object was not provided. This study investigated the effectiveness of alternative communication training on improving the communication capability and hence, decreasing the occurrence of problem behaviors of the children with severe mental retardation. Multiple baseline across individuals research design was used with alternative communication training as independent variable and the numbers of communication behaviors and problem behaviors as dependent variables. Frequency counts on the related behaviors of three research subjects were recorded on baseline, intervention, and follow-up phases. The observed data were then analyzed using visual analysis and time series C statistic. Results of the analysis indicated that the number of problem behavior was significantly decreased and the number of communication behaviors increased on each of the three research subjects after receiving alternative communication training. A follow-up phase study also indicated that the improvement had retained.

以文找文

Other
1.	Rowland, C., & Stremel-Campbell, K.(1987)。Share and share alike: Conventional gestures to emergent language for learners with sensory impairments。
2.	A. L. Schuler & L. Goetz(1981)。The assessment of severe language disabilities: Communicative and cognitive considerations。
3.	袁佩芬(1995)。應用語音溝通器教學的經驗。延伸查詢

期刊論文
1.	Greenwald, C.、Leonand, L.(1979)。Communication style and sensorimotor development of Down’s Syndrome children。American Journal of Mental Deficiency，84，296-303。
2.	Koegel, R. L.、Covert, A.(1972)。The relationship of self-stimulation to learning in autistic children。Journal of Applied Behavior Analysis，5(4)，381-387。
3.	Jacobson, J.(1982)。Problem behavior and psychiatric impairment within a developmentally disabled population. I: Behavior frequency。Applied Research in Mental Retardation，3，121-139。
4.	Tryon, W. W.(1982)。A simplified time-series analysis for evaluating treatment interventions。Journal of Applied Behavior Analysis，15(3)，423-429。
5.	Miller, J. F.、Chapman, R. S.(19840300)。Disorders of communication: Investigating the development of language of mentally retarded children。American Journal of Mental Deficiency，88(5)，536-545。

圖書
1.	Heppner, P. Paul、Kivlighan, Dennis M. Jr.、Wampold, Bruce E.(1992)。Research design in counseling。Brooks/Cole Publishing Company。
2.	杜正治、Tawney, James W.、Gast, David L.(1994)。單一受試研究法。心理出版社。延伸查詢

其他
1.	莊妙芬(1996)。智能障礙兒童與自閉症兒童口語表達能力之比較研究。延伸查詢
2.	曾怡惇(1993)。臺北市國小啟智班中度智能不足兒童與普通兒童口語表達能力之比較研究。延伸查詢
3.	廖雯玲(1996)。溝通輔助器材對腦性麻痺學生溝通技起影響之研究。延伸查詢
4.	蔡阿鶴(1989)。智障兒的語言障礙與輔導。延伸查詢
5.	E. Bates, L. Benigni, I. Bretheron, L. Camaioni & V. Volierra(1979)。The Emergence of Symbols: Cognition and Communication in Imfancy。
6.	J. H. Beitchman & M. Peterson(1986)。Disorders of language, communication, and behavior in mentally retarded children。
7.	F. Bird, P. A. Dores, D. Moniz & J. Robinson(1989)。Reducing severe aggressive and self- injurious behaviors with functional communication training: Direct, collateral and generalized results。
8.	E. G. Carr & V. M. Durand(1985)。Reducing behavior problems through functional communication training。
9.	E. G. Carr & V. M. Durand(1985)。The social-communicative basis of severe behavior problems in children。
10.	M. W. Casby(1992)。The cognitive hypothesis and its influence on speech-language services in schools。
11.	D. A. Cole & L. H. Meyer(1989)。Impact of family needs and resources on the decision to seek out-of-home placement。
12.	B. Dake(1993)。A statewide survey of California administrators about behavioral interventions in special education。
13.	R. M. Day, W. L. Johnson, & N. G. Schussler(1986)。Determining the communicative properties of self-injury: Research, assessment, & treatment implications。
14.	A. M. Donnellan, P. L. Mirenda, R. A. Mesaros & L. L. Fassbender(1984)。Analyzing the communicative functions of aberrant behavior。
15.	G. Dunlap(1995)。Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities。
16.	V. M. Durand(1982)。A behavioral/pharmacological intervention for the treatment of severe self-injurious behavior。
17.	V. M. Durand(1984)。Attention-getting Problem Behavior: Analysis and Intervention。
18.	V. M. Durand(1986b)。elf-injurious behavior as intentional communication。
19.	V. M. Durand & E. G. Carr(1985)。Self-injurious behavior: Motivating conditions and guidelines for treatment。
20.	V. M. Durand & E. G. Carr(1987)。Social influences on "self-stimulatory" behavior: Analysis and treatment application。
21.	V. M. Durand & E. G. Carr(1990)。Functional communication training to reduce challenging behavior: Maintenance and application in new settings。
22.	V. M. Durand & D. B. Crimmins(1988)。he Motivation Assessment Scale: A preliminary report on an instrument which assesses the functional significance of children’s deviant behavior。
23.	V. M. Durand & G. Kishi(1987)。Reducing severe behavior problems among persons with dual sensory impairments: An evaluation of a technical assistance model。
24.	S. M. Edelson, M. T. Taubman & O. I. Lovaas(1983)。Some social contexts of self-destructive behavior。
25.	R. K. Eyman & S. A. Borhwick(1980)。Patterns of care for mentally retarded persons。
26.	H. M. Feldman(1992)。Early language and communicative abilities of children with periventricular leukomalacia。
27.	L. Foster-Johnson(1994)。Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities。
28.	C. Hanley-Maxwell, F. R. Rusch, J. Chadsey-Rusch & A. Renzaglia(1986)。Reported factors contributing to job termination of individuals with severe disabilities。
29.	R. P. Hayes(1987)。Training for work。
30.	R. H. Horner & C. M. Budd(1985)。Acquisition of manual sign use: Collateral reduction of maladaptive behavior, and factors limiting generalization。
31.	J. H. Hsu(1987)。A Study of the Various Stage of Mandarin Children in Chinese Milieu。
32.	A. G. Kamhi & J. R. Johnston(1982)。Towards a deficiency。
33.	A. E. Kazdin(1989)。Behavior Modification in Applied Setting。
34.	C. H. Kennedy & T. G. Haring(1993)。Teaching choice making during social interactions to student with profound multiple disabilities。
35.	C. H. Kennedy & K. A. Meyer(1996)。Sleep deprivation, allergy symptoms, and egatively reinforced problem behavior。
36.	M. M. Kerr & C. M. Nelson(1989)。Strategies for Managing Behavior Problems in the Classroom。
37.	T. V. J. Layng & P. T. Andronis(1984)。Toward a functional analysis of delusional speech and hallucinatory behavior。
38.	J. Mansell(1994)。Specialized group homes for persons with severe or profound mental retardation and serious problem behavior in England。
39.	J. F. McGimsey & J. E. Favell(1988)。The effects of increased physical exercise on disruptive behavior in profoundly retarded institutionalized individuals。
40.	J. E. McLean & L. Snder-McLean(1988)。Application of pragmatics to severely mentally retarded children and youth。
41.	B. C. McLeavy, J. F. Toomey & P. J. R. Dempsey(1982)。Nonretarded and mentally retarded children’s control over syntactic structures。
42.	P. Mirenda, T. Iacono & R. Williams(1990)。Communication option for persons with severe and profound disabilities。
43.	G. H. Murphy & B. Wilson(1981)。Long-term outcome of contingent shock treatment for self-injurious behavior。
44.	R. S. Neel, F. F. Billingsley, F. McCarcy, D. Symonds, C. Lambert, N. Lewis-Smith & R. Hanashira(1983)。Innovative model program for autistic children and their teachers。
45.	K. D. O’Leary & S. G. O’Leary(1979)。Classroom Management。
46.	D. R. Owens(1985)。Mental retardation: Difference of delay?。
47.	J. B. Pruess(1987)。Language development in children with Down’s Syndrome: An overview of recent research。
48.	J. Reichle & D. E. Yoder(1985)。Communication board use in severely handicapped learners。
49.	A. Rincover, & J. Devany(1982)。The application of sensory extinction procedures to self-injury。
50.	V. Riper & C. Gage(1987)。Speech Correction: An Introduction to Speech Pathology and Audiology。
51.	M. Romski & R. Sevcik(1988)。Augmentative and alternative communication systems: Consideration for individuals with severe intellectual disabilities。
52.	J. A. Ronald(1988)。Language development in Down’s Syndrome: A lifespan perspective。
53.	M. J. Shodell & H. H. Reiter(1968)。Self-mutilative behavior in verbal and nonverbal schizophrenic children。
54.	M. D. Smith(1985)。Managing the aggressive and self-injurious behavior of adults disabled by autism。
55.	J. L. Sokolov。Linguistic imitative in children with Down’s Syndrome。
56.	B. Sulzer-Azaroff & G. R. Mayer(1977)。Applied Behavior Analysis Procedures with Children and Youth。
57.	L. W. Talkington, S. Hall & R. Altman(1971)。Communication deficits and aggression in the mentally retarded。
58.	K. P. Tse, T. C. Tang, Y. H. Shie, Y. Li(1991)。Chinese Children’s Language Acquisition and Development。
59.	D. P. Wacker, B. Wiggins, M. Fowler & W. K.Berg(1988)。Training students with profound or multiple handicaps to make request via microswitch。
60.	N. Weeks, R. Gsaylord-Ross(1981)。Task difficulty and aberrant behavior in severely handicapped students。

圖書論文
1.	Meyer, L. H.、Evans, I. M.(1986)。Modification of excess behavior: An adaptive and functional approach for educational and community contexts。Education of learners with severe handicaps: Exemplary service strategies。Baltimore, MD：Paul H. Brookes。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	點字觸覺繪本教學方案提升國小盲生寫作能力之行動研究
2.	情境式圖片教學在國小智能障礙兒童語文教學上之應用
3.	極重度智能及多重障礙教育的省思--知覺現象學觀點
4.	情境式圖片教學對提升國小輕度智能障礙兒童複句理解能力之研究
5.	輔助溝通介入對發展性障礙者表達性溝通成效探討：近六年臺灣研究系統性分析結果
6.	以眼動探討符號元素對發展遲緩幼兒及同儕溝通圖形符號辨識差異之研究
7.	國中集中式特教班適應體育課程實施現況：以生態評量觀點為中心
8.	多媒體教材與觸控螢幕教學對國中智能障礙學生語文學習之影響
9.	運用iBooks電子繪本教學方案對提升一位國小智能障礙學童讀寫學習成效之研究
10.	特殊教育學校國高中生輔助溝通系統使用類型與溝通目的之調查研究
11.	自然情境教學法在融合情境中對特殊需求幼兒溝通能力之學習成效
12.	擴大性及替代性溝通系統輔助教學對唐氏症兒童主動溝通行為之介入成效
13.	普通班腦性麻痺兒童之重要成人對圖形溝通符號明識度覺知之研究
14.	親師共同參與重度障礙學生個別化教育計畫之研究
15.	運用輔助溝通系統在自閉症學生溝通教學成效之探討

1.	簡明失語症測驗應用於智能障礙成人語言評量之心理計量特徵研究
2.	運用輔助溝通系統介入對自閉症學生整體溝通成效之後設分析研究
3.	國小聽覺障礙學生語言表現、輔助科技運用與學習表現之研究
4.	輔助溝通系統使用者的學校溝通參與評量工具發展與應用之研究
5.	重度及多重障礙學生個別化課程擬定與執行之研究
6.	國小初任特教教師採用「情境教學策略」教導智能障礙學生溝通效果之研究
7.	台灣威廉氏症者空間認知與詞彙能力之研究
8.	國民中小學學生終身學習關鍵能力與核心技能之研究﹘知識管理的觀點
9.	以童書為媒介的小學預備方案對身心障礙兒童語言能力和學習適應之影響

1.	我有話要說但口難開--重度障礙學童的溝通發展與問題

無相關著作

無相關點閱

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫