手勢溝通教學對語言發展遲緩幼兒溝通能力之影響

本研究之目的為探討手勢溝通教學介入，對語言發展遲緩幼兒溝通能力之影響。研究方法採單一受試研究法之跨行為多基線A-B-M設計，研究參與者為54個月大的語言發展遲緩幼兒。依變項分別為被動溝通行為、主動溝通行為、不合宜溝通行為，先紀錄研究參與者基線期時的溝通行為；接著進入手勢溝通教學的介入期；最後手勢溝通教學介入結束後，觀察幼兒三項溝通行為表現的追蹤期。手勢溝通教學時程為期8週，透過溝通觀察紀錄表紀錄幼兒溝通能力之表現資料，並以目視分析、C統計、效果量分析手勢溝通教學對幼兒溝通能力的影響。研究結果發現研究參與者接觸手勢溝通教學後，其主動溝通行為、被動溝通行為之基線期與介入期有顯著差異，在不合宜溝通行為方面也有減少的趨勢，透過統計分析與社會性訪談分析後，發現本研究研究參與者之主動溝通行為無維持成效，但在提升被動溝通行為與改善不合宜溝通行為，均有顯著立即成效與維持成效，也間接改善研究參與者與同儕社交互動的關係。

關鍵字

語言發展遲緩幼兒；手勢溝通教學；溝通能力

並列摘要

This study aims to investigate the influence of gesture communication teaching to child with language delay. The A-B-M experimental design of single-subject design is adopted, with a 54-month child with language delay as a subject. The three dependent variables of the experiment are passive, active, and inappropriate communication behaviors. First, researcher records child’s baseline communication before experimental intervention. Then, gesture communication teaching is performed as experimental intervention. After the experimental intervention. The improvement and maintaining effect of child’s communication ability is evaluated. Each gesture communication teaching course is conducted for 30 minutes twice a week, for 8 weeks in total. Communication record chart is used as the measurement tool in the pre-test, the middle-test, and the post-test. The test results are analyzed by Excel analysis, visual analysis, C statistics, and effect size to understand the influence and sustainability of experimental intervention and. The influence of gesture communication teaching course for child with language delay is concluded as follows : in the passive communication and inappropriate communication, It shows significant difference and sustainable effect. Different types of obstacle or how to extend the sustainable period can be conducted in the future work.