本研究旨在探討運用輔助溝通系統（augmentative and alternative communication, AAC）對提升自閉症類群障礙（autism spectrum disorder, ASD）幼童之溝通表現。研究對象為1位就讀國小附設幼兒園無口語ASD幼童，依學習特質採行動研究法並以3個行動介入方案進行為期3年之溝通訓練，個案在3年間歷經幼兒園和國小低年級階段。資料分析採蒐集教學評量之量化資料與質性觀察資料。循環1：透過AAC溝通筆（G-PEN）建立溝通。循環2：運用AAC介入三部曲模式（augmentative and alternative communication PVSM Model, AAC-PVSM Model）建立溝通。循環3：透過AAC溝通筆（V-PEN）建立文字（注音符號拼讀）以提升口語表達能力。研究結果顯示，AAC介入對提升ASD幼童溝通表現有所效益，然訓練時間偏長，期望能藉此經驗給相關研究領域參考，以爭取更大的介入成效。

This study aims to explore the use of augmentative and alternative communication (AAC) in improving the communication performance of children with autism spectrum disorder (ASD). The study focused on a non-verbal child with ASD who attended a kindergarten attached to an elementary school. The study was conducted using an action research method based on the child's learning characteristics, and three action intervention plans were implemented for three years. Data analysis was conducted using quantitative data collected from teaching evaluations and qualitative observation data from researchers and different topic communication partners. Cycle 1: Establish communication through AAC G-PEN. Cycle 2: Establish communication using the AAC-PVSM Model. Cycle 3: Establish text (phonetic spelling) and improve oral expression ability. The study results showed that AAC intervention had some benefits in improving the communication performance of children with autism spectrum disorder, but the training time was relatively long. This report is hoped to be a reference for related research fields to achieve greater intervention effectiveness.

ASD類群障礙 ； 輔助溝通系統 ； AAC介入三部曲模式

Autism Spectrum Disorder ； Augmentative and Alternative Communication System ； AAC-PVSM Model