標準化語言評量工具在輔助溝通系統介入過程中之調查研究

The Survey Study of Standardized Language Assessments Tools Using in AAC intervention

李淑靜(Shu-Ching Lee) ； 陳明聰(Ming-Chung Chen)

《特殊教育與輔助科技學報》 11期 (2019/12) Pp. 1-19+21

https://doi.org/10.6684/JRSEAT.201912_(11).0001

摘要

提供個案輔助溝通系統需評估其能力，語言能力是重要的評估項目之一，但是目前在提供個案輔助溝通系統服務過程裡，對特殊教育教師和語言治療師使用標準化語言評量工具的情形尚缺乏了解。本研究透過問卷方式調查610位一般學校國中小集中式特教班教師、特殊教育學校國中、國小部教師和語言治療師，在鑑定評量、選用輔助溝通系統及輔助溝通系統介入成果評量時，使用標準化語言評量工具的情形。結果發現，在鑑定評量時，多數受訪者有使用標準化語言評量工具，尤以語言治療師使用為多。610位受訪者中有477位受訪者曾經或目前仍有提供輔助溝通系統服務，不過在輔助溝通系統選用和輔助溝通系統介入成果評量時，僅有語言治療師有較高比例使用標準化語言評量工具。本研究針對調查結果提供未來研究和服務上的建議。

關鍵字

特殊教育教師 ； 語言治療師 ； 輔助溝通系統 ； 標準化語言評量工具

並列摘要

Language ability is one of the essential dimensions that should be assessed when providing augmentative and alternative communication (AAC). However, the situation in conducting standardized language assessments by special education teacher and speech-language pathologist (SLP) was not clear. The 610 participants who are teachers from special education schools and self-contained class and SLPs were surveyed. The results indicated that most of the participants used standardized language assessments tools when conducting diagnosis and identification, especially for SLPs. 477 of 610 participants provided or still provide AAC service to their students. But only few of these participants used standardized language assessments tools when selecting AAC device and evaluating outcome of AAC intervention. This paper also provided some suggestions for study in the future.

並列關鍵字

special education teacher ； speech-language pathologist ； augmentative and alternative communication ； standardized language assessments tool

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