摘要 本研究主要是透過行動研究的方式,針對七位學前身心障礙幼兒及其家長規劃並實地執行親子共讀語言溝通教學方案;並從參與研究方案家長對語言溝通教學的需求,以及方案執行過程中遭遇的問題加以檢討與修正,發展合適於身心障礙幼兒與家長的親子共讀語言溝通教學模式,最後並依據方案對身心障礙幼兒及家長溝通互動的影響及成效進行評鑑。 研究結果如下: 1. 親子共讀語言溝通互動的教學模式,「運用幼兒為溝通主導的互動理念發展語言溝通教學案,並指導家長運用多元的教具加入教學,讓家長實際參與教學操作與幼兒共同進行閱讀及閱讀延伸活動」,確實提升身心障礙幼兒語言能力的發展,促進家長語言溝通引導技能,並增進親子間的互動。 2. 語言溝通教學方案的設計除了提供幼兒語言溝通發展的理論與程序,以及親子互動的原理與原則,還需配合實際教學示範與解說,提供明確具體的教學示範,以供家長做為親子互動時的參考依據。此外,需考量家長心理層面的需求,結合更多的相關專業人員,以提供全面的教學輔導方案。 3. 在家長方面,在方案介入前多以「提問」、「口語的指示或要求」、「口語加上動作的指示與要求」等技能與幼兒溝通互動;方案介入後家長之溝通引導技能多有增進,其中又以「口語回應」、「解釋」與「提問—示範」等正向溝通引導技能使的用最多。 4. 教學方案對身障幼兒的語言發展,在口語組個案整體的語言發展均有明顯的進步,其口語表達及總詞彙數亦有顯著的增加,但在語句平均長度(MLU)上僅有兩位幼兒有達顯著成效。另外,三位未具口語能力的溝通行為組幼兒雖其口語的溝通發展雖未獲明顯改善,但其透過方案的教學已逐漸建立非口語的溝通行為。 5. 常用於一般幼兒的親子共讀的模式,在經調整後亦能運用在身障幼兒與其家長的互動教學上,且具有增進身心障礙幼兒語言發展及提升親子互動的效益。
Abstract This action research was to study the effectiveness of parent-child reading program toward 7 preschoolers with disabilities and their parents in promoting the communication and language abilities. Through parents’ needs and problems, the researcher conceived the strategies to help parents implementing the program well. Data collected mainly from questionnaires, interviews, reflecting notes, feedback of parents, and documentaries. The major findings were included as followed: 1. The parent-child program, with the model of child-direct and multiple sensory teaching materials, did improve the language of preschools with disabilities, parents’ communication skills, and the quality of parent-child interaction as well. 2. When planing a parent-child reading program, it should consider of the theories of child language development, parent-child interaction, and demonstration. In order to interact with the children well, it would be also to provide teaching guidelines for the parents. 3. Through this program, parents changed their interaction style toward their children with disabilities, from the attitude of high demand, low feedback, and less giving, to high feedback, more giving, and less demand. 4. Through the program, the abilities of verbal expression and numbers of vocabulary within the children with language had been improved; to children without language, the communication behavior had been built as well.