本研究旨在探討運用中文版語言評量工具，了解使用輔助溝通系統（augmentative and alternative communication, AAC）之腦性麻痺青少年與使用口語之典型發展青少年的語言發展比較。本研究採用個案研究法，研究對象為2位13歲之七年級國中男學生，分別是一位腦性麻痺學生、一位典型發展同儕，利用「3－18歲輔助溝通系統使用者語言能力評量表」評量2位個案之語言發展。研究結果發現，在圖像符號語言理解部份，腦性麻痺個案的日常生活詞彙理解與典型發展同儕相當，理解分測驗1答題正確率皆有80%以上，但在理解分測驗2至6的答題正確率表現，腦性麻痺個案大多低於50%，而典型發展同儕大多高於80%，分析腦性麻痺個案主要為抽象詞彙、複雜文法句構、敘事的理解表現較弱；在語言表達部份，腦性麻痺個案的詞彙表達與典型發展同儕相當，表達分測驗1答題正確率皆有90%以上，但在表達分測驗2至8的答題正確率表現，腦性麻痺個案大約平均50%，而典型發展同儕為100%，分析腦性麻痺個案主要為長句、敘事、對話的表達表現較弱，與溝通夥伴較少以完整句表達。此評量工具可說明使用AAC之腦性麻痺青少年與典型發展同儕的語言發展程度範圍，從評量分析答題表現，可供國內腦性麻痺青少年往後於AAC溝通語言之教學介入目標設定參考。

The study aimed to compare language development of 2 adolescents: a student with typical development adopting speech and a student with cerebral palsy adopting augmentative and alternative communication (AAC). The study used case study method. The subjects were two 13-year-old male students in the 7th grade of junior high school. The study used Chinese version of "Language Assessment Tools for students adopting AAC from 3 to 18 years old" to evaluate the language development of 2 students. The results found that the student with cerebral palsy and the student with typical development had good performances in common vocabularies of symbolic language comprehension, accuracy were both above 80%. But in abstract vocabularies, complex grammar sentences and narratives of symbolic language comprehension, the student with cerebral palsy had weaker performances than the student with typical development, accuracy was lower than 50%. Furthermore, the student with cerebral palsy and the student with typical development had good performances in common vocabularies expression, but the student with cerebral palsy who adopted AAC had weaker performances in longer sentences, narratives and dialogue expression than the student with typical development who adopted speech, accuracy was near 50%. The language assessment tool could reflect the abilities of language development between students with cerebral palsy and typical development, and could also provide a reference for setting intervention goals in teaching communication and language with AAC for adolescents with cerebral palsy.

腦性麻痺 ； 輔助溝通系統 ； 青少年語言發展

adolescent language development ； augmentative and alternative communication ； cerebral palsy