本研究旨在探討輔助性語言指導策略促進國小發展性障礙學生在團體故事情境之溝通參與及聽理解之成效。研究設計採用單一受試A-B-A-B倒返實驗設計,A階段實施傳統的一般語文教學方法,B階段實施輔助性語言指導策略,每個階段各介入一本改編後的故事教材,在A階段學生使用紙本故事教材,B階段則使用以平板為主的溝通設備。本研究執行在集中式特教班的團體教學情境,但只針對其中三位低口語學生蒐集資料。研究結果顯示,輔助性語言指導策略可以提升三名研究對象的主動參與課程行為,雖然被動參與行為較不顯著,但仍比在一般語文教學階段提升了參與的次數;再者三位學生參與課程使用最多的溝通方式為以平板為主的溝通設備,也維持原本的口語表現。輔助性語言指導策略也能有效提升三位學生的詞彙理解,但文意聽理解則在兩位研究對象有顯著成效,另一名研究對象的效果則較不顯著,但卻也呈現出越來越進步的趨勢。最後,本文對實務與未來研究提出建議。
This research aimed to explore the effect of aided language stimulation (ALS) intervention in a group teaching context on communicative participation and listening comprehension. This research adopted a single subject design of A-B-A-B reversal experimental design. We implemented the traditional literacy instruction in phrase A and ALS in phrase B, and taught four story books in four phrases respectively. Traditional text books were provided in phrase A, and the iPad as speech-generating devices (SGDs) were provided in phrase B. Although all of students in a self-contained classroom participated in the study, only the data of three students with developmental disabilities and low function verbal ability were collected. The results showed the intervention of ALS can improve active communicative participation of all three particpants, and enhanced numbers of correct responses although the percentage of non-overlapping data was not high. An iPad-SGD was the main communicative mode to participate in a story context and their simple verbal abilitity was also maintained. ALS also can improve all participants’ vocabulary comprehension; however, only two participants improved their literial listening comprehension, it didn’t make siginificant effect on the other one but the progress still showed in the second ALS implementation. Finally, clinical implication, and the future research suggestions were discussed.
輔助性語言指導策略; 發展性障礙; 溝通參與; 聽理解
aided language stimulation; developmental disabilities; communicative participation; listening comprehension