輔助溝通系統結合等待時間策略對國小特教班重度多重障礙學生溝通能力提升之成效

The Effects of Wait Time Strategy Integrated into Augmentative and Alternative Communication System on Communicative Competence of Elementary School Student with Severe and Multiple Disabilities

本研究旨在探討輔助溝通系統結合等待時間策略對國小特教班重度多重障礙學生溝通能力提升之成效。研究對象為一名國小六年級重度多重障礙學生。研究方法係採單一受試研究法之跨情境多探測設計，其中自變項為溝通簿結合等待時間策略教學，依變項為受試者運用溝通簿表達需求之溝通行為，包含「早自習時間」、「午餐時間」、「動作機能課」三種情境中的表現。本研究之受試者接受三個情境中之基線期、介入期、維持期三個階段的評量。介入教學所蒐集之觀察資料，進一步以目視分析及C統計來進行量化資料分析，並輔以問卷和訪談，以瞭解本研究的社會效度。本研究結果摘要如下：一、溝通簿結合等待時間策略教學在早自習時間，對重度多重障礙學生使用溝通簿表達需求之溝通行為具有立即及維持成效。二、溝通簿結合等待時間策略教學在午餐時間，對重度多重障礙學生使用溝通簿表達需求之溝通行為具有立即及維持成效。三、溝通簿結合等待時間策略教學在動作機能課，對重度多重障礙學生使用溝通簿表達需求之溝通行為具有立即及維持成效。四、訪談家長、主要照顧者及特教班導師後，結果顯示本研究具有良好的社會效度。

The purpose of this study was to investigate the effectiveness of wait time strategy integratedinto augmentative and alternative communication system intervention on communicative competenceof elementary school student with severe multiple disabilities. The participant was an elementarystudent with severe and multiple disabilities. Single-subject research across situation with multipleprobe design was used in the study. The independent variable was communication book combinedwith the wait time strategy, and the dependent variables were the communication behavior of thestudent who use communication book to express his needs across three situations: ''self-study time'',''lunch time'', and ''motor function class''. Data were collected based on three phases：baseline,intervention, and maintenance. Visual inspection and C statistics were conducted for data analysis.At the end of the intervention, questionnaires and interviews were used to examine the social validityof this study.Results of this study were summarized as follows:1. Wait time strategy integrated into the communication book teaching for the student withsevere and multiple disabilities results in immediate and maintainable effects in self-studytime.2. Wait time strategy integrated into the communication book teaching for the student withsevere and multiple disabilities results in immediate and maintainable effects at lunch time.3. Wait time strategy integrated into the communication book teaching for the student withsevere and multiple disabilities results in immediate and maintainable effects in motivefunction class.4. Results of interviewing with parents, primary caregiver and the participant’s teacher allindicated that this research exhibited a high social validity.