圖片兌換溝通系統教學應用於高科技AAC之實踐

The Instruction and Implementation of the Picture Exchange Communication System in High-Tech AAC Practices

本文旨在分享基於語言行為理論之圖片兌換溝通系統教學歷程，應用於輔助溝通系統中的高科技平板語音輸出裝置配合溝通軟體GoTalk Now，以促進一位就讀國中特殊教育班、具高度溝通動機與多元肢體表達能力，但口語清晰度不足之自閉症學生的溝通表現。為提升該生之輔助溝通裝置使用效能，教學團隊首先透過一對一個別化訓練，結合外加溝通課程，協助建立其穩定的操作能力與互動模式。隨後，將所習得之應用策略延伸至團體班級語文課程，於自然情境中引導其運用平板溝通版面進行互動。教學歷程中，運用刺激偏好物評估與情境設計，以引發學生的表達需求與主動回應行為。溝通訓練重點著重於促進學生於課堂互動時，依據課程內容使用預設之輔助溝通裝置版面進行溝通與回應。教學結果顯示，該生能於自然互動情境中有效運用輔助溝通系統與同儕及教師進行溝通，達成教學預期目標；更發現其口語表達清晰度亦有提升。
建議未來教學設計應擴展句型結構，並強化輔助溝通裝置於日常生活場域之應用，以增進學生在不同社交環境中的溝通能力與參與度。
本結果驗證，結合圖片兌換溝通系統與高科技輔助溝通裝置之教學模式，對於重度障礙學生之溝通動機、表達意圖與社會互動均具實質促進作用，並有助於其於融合教育與社會活動中的積極參與。

This study illustrates the Picture Exchange Communication System (PECS) teaching process, grounded in Verbal Behavior Theory, applied to high-tech augmentative and alternative communication (AAC) systems—specifically, the tablet-based speech-generating application GoTalk Now. The intervention aimed to enhance the communication abilities of a middle school student with autism in a special education class who demonstrated strong communication motivation and diverse gestural expressions but limited speech intelligibility.
To improve communication effectiveness, individualized one-on-one training and additional communication instruction were provided to establish stable AAC operation and interaction skills. Preference assessments and motivating operations were employed to identify preferred stimuli and create opportunities for the student to express needs and respond spontaneously.
After initial training, communication strategies were generalized to group language instruction, where pre-designed AAC layouts were integrated into classroom activities, supporting the student in using the AAC system for naturalistic interactions with peers and teachers. The results showed that the student effectively used the AAC system in classroom settings, achieving communication goals and demonstrating improved speech articulation.
Future recommendations include expanding sentence structures and reinforcing AAC use in daily contexts to enhance communication skills and participation in various social environments.
This study highlights the effectiveness of integrating PECS with high-tech AAC systems in promoting communication motivation, expressive intent, and social interaction in students with severe disabilities. It also supports the potential of this approach to facilitate active participation in inclusive education and community settings.