以音樂活動介入增進無口語雷特氏症學童溝通能力之成效

Enhancing the Ability of Communication for Students with Rett Syndrome with Music Activities

雷特氏症候群是一種嚴重損害兒童身心發展的罕見疾病，主要影響者為女性。嬰幼時期發病後智力與肢體動作能力全面性且皆逐漸地退化，尤其是溝通表達的能力對日後的學習發展阻礙甚深。研究證據指出音樂活動可以提升學習動機與溝通能力。但目前針對雷特氏症溝通能力的相關介入課程研究與效用仍不明確，因此本研究藉由音樂活動結合溝通訓練來探究此類教學方式對雷特氏症學童的溝通能力改善成效為何。本研究採取單一個案研究A-B-A'設計，對象分別為二名7歲與11歲無口語雷特氏症女童，每周進行2次教學並持續4個月，過程中記錄研究對象的溝通回應次數，並輔以資料包含教師與家長的調查問卷，研究結果顯示雷特氏症學童對於音樂活動介入後其溝通回應的次數增加，並具有維持的效果，社會效度中獲得家長與教師的肯定。

Rett Syndrome is a rare and complex neurogenic disease, and has an influence on ones' cognitive and healthy development negatively and severely, furthermore which primarily affects females. The intelligence and physical movements are deteriorated comprehensively and gradually since the onset at the period of infants and young children. Besides, poor communication ability is a barrier to their learning. The past studies showed that music activities could enhance the motivation of learning and communication. However, the effectiveness of instruction intervention on their communication was still unclear. The purpose of this study was to explore the effectiveness of intervention with music activities on communication ability among the students with Rett Syndrome. The single design with A-B-A' was applied, and there were two female students with Rett Syndrome participated in this study. The intervention of the training was implemented for twice a week and maintained for 4 months. The communication response rate was recorded, and the qualitative data was collected from teachers and parents during the process. The results showed that the communication response was improved significantly and the effectiveness of the intervention was satisfied.