自閉症學童輔助溝通系統介入成效：系統性回顧與後設分析

The Effects of Augmentative and Alternative Communication Systems for Children with Autism: A Systematic Review and Meta-Analysis

李翠玲(Tsuey-Ling Lee) ； 黃澤洋(Tse-Yang Huang)

《特殊教育與輔助科技學報》 7期 (2014/12) Pp. 23-47+49

https://doi.org/10.6684/JRSEAT.201412.7.23

摘要

本研究旨在探討國內24篇自閉症學童使用輔助溝通系統（AAC）之現況與教學成效，研究採文獻分析對AAC進行系統性回顧，以瞭解AAC使用於自閉症學童現況，並以不重疊百分比（PND）之後設分析探討教學成效與不同自閉症學童背景因素對輔助溝通系統介入之效果。其結果如下：（1）AAC之使用在教育階段涵蓋學前與國中國小，但以國小階段最多；AAC使用於無口語與低口語自閉症學童人數相等；研究採單一受試法之跨情境多探試實驗設計與單一受試法之撤回設計最多。（2）AAC之效果值顯示非常有效，效果排序為PECS、手勢與科技溝通輔具。（3）國中與國小階段之介入效果為非常有效，學前階段為中等效果；女童的介入成效比男童高，低口語自閉症效果值高於無口語自閉症學童。

關鍵字

自閉症 ； 輔助溝通系統 ； 系統性回顧 ； 後設分析

並列摘要

This study is aimed to explore the present condition of use and effects of AAC by systematic review and meta-analysis for children with autism by investigating 24 studies in Taiwan. The systematic literature review and Percentage of Non-overlapping Data (PND) were used. Results indicated that (1) AAC were used in preschool, elementary and secondary school level, AAC used in non-speech and limited-speech children with autism; (2) The results in meta-analysis indicated that, overall, AAC interventions had large effects on communication. However, the effects of PECS and manual signs were greater than SGD; (3) The effects of secondary school level and elementary school level were greater than preschool level, girls were greater than boys, non-speech participants were greater than the limited-speech.

並列關鍵字

autism ； AAC ； systematic review ； meta-analysis

參考文獻

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