本研究旨在探討運用輔助溝通系統（augmentativeandalternativecommunication,AAC）之「介入三部曲模式」教學，提升自閉症類群障礙（autismspectrumdisorder,ASD）個案溝通表現之成果。依據研究目的之需求，採用個案研究法，以一位就讀特殊教育學校九年級之低口語ASD學生為研究對象，研究者透過觀察並了解個案學校活動溝通表達現況，確認個案的溝通問題後，再運用AAC介入三部曲模式設計教學方案，使用圖卡和點讀筆做為溝通輔具；且針對個案進行教學與資料蒐集，並將類化成果分析後，看其溝通表現。經過首部曲的語彙教學，個案可以使用點讀筆對語彙進行配對與指認；經過第二部曲的句構教學，個案可以理解溝通版面之語句；經過第三部曲的類化教學，個案可以在「飯菜加熱服務」的學校活動中使用點讀筆搭配溝通版面和教師進行對話，並可維持溝通輪替，以及促進主動表達和與溝通夥伴的互動機會。研究成果顯示AAC介入三部曲的教學可提升ASD國中生的溝通表現。本研究可做為推動ASD溝通教學方法之參考。

This study aimed to investigate the effect of using augmentative and alternative communication preparation, functional vocabulary, sentence structure and using in milieu (AAC-PVSM) model to improve communication skills for a participant with autism spectrum disorder (ASD). The case study method was used in this research. The participant was a 9th grade student with ASD in a school of special education. The study used AAC-PVSM model as intervention strategy, including assessment, teaching and review parts. Picture cards and a communication pen were served as communication aids for the participant. The vocabularies of communication board were selected from a school activity. After first stage, the participant could use communication aids to pair and point pictures of communication boards. After second stage, the participant could listen and read correct sentences by pointing with communication aids. After third stage, the participant could use communication aids to have conversations with communication partners in “lunch boxes heating service” school activity and keep conversation turn taking. The intervention also helped the participant gaining more speech and positive behaviors. According to the findings of the study results, it could be a useful reference for communication training of ASD students.

自閉症類群障礙; 輔助溝通系統; AAC 介入三部曲模式; 溝通表現

autism spectrum disorder; augmentative and alternative communication; AAC-PVSM model; communication performance