- 學位論文
國小自閉症學童溝通圖片之設計研究
A Study on the Design of Communicative Pictures for Children with Autism in Elementary School
摘要
近年人數呈持續增加趨勢的自閉症患者因其障礙常遭遇溝通困難，必須藉由替代性溝通方式來替代口語協助其溝通，溝通圖片在其中扮演著非常重要的角色，然而目前教師或家長在選用或繪製溝通圖片時，缺乏明確的規範與原則可做為參考依據，故本研究的目的在提出溝通圖片的設計原則。 本研究先邀請 52 位現職國小特教老師來探討自閉症學生溝通圖片的需求項目及學生使用的情況，結果顯示在學校情境下，「好」、「不要」、「老師好」、「請求幫忙」、「謝謝」、「要吃飯」、「要喝水」、「要尿尿」等 8 項是最常需要的溝通項目；再結合文獻探討、產品分析、問卷調查、專家訪談等方式，歸納出溝通圖片的設計原則，可分為圖片規格和圖片內容兩方面，溝通元素包含了主體、客體、情境和動作、表情、手勢等非語言訊息，並有對話框來區分主客體、凸出線條增加觸覺提示，並據上述設計原則，開發出一套溝通圖片。 之後邀請 4 名年滿 10 歲且領有自閉重度手冊、無口語能力的國小自閉症學生作為研究對象，將單一受試法結合所羅門四組設計的特性來進行實驗，並另邀請 4 位特教老師據此原則進行溝通圖片之設計，以驗證這套溝通圖片的教學效果及設計原則應用，結果顯示自閉症學童可以透過教學、反覆練習而學會使用替代性溝通圖片；對根據本研究提出的設計原則所製作的溝通圖片可以有較佳的學習效果，也確實可讓老師們在自製溝通圖片時能有所依循的原則。 本研究所提出的設計原則，應可推廣至其他溝通項目的溝通圖片製作，也可作為家長和教師選用或設計溝通圖片的參考依據，期能增進自閉症兒童的溝通學習的成效。
並列摘要
In recent years, the increasing number of patients with autistic disorder often encounter communication difficulties, Augmentative & Alternative Communication (AAC) is one means used to assist their communicative ability. Communicative pictures play an important role in AAC. However, teachers are lack of clear norms and principles in selecting or drawing communicative pictures. This study aimed to propose a set of principles in designing communicative pictures. 52 elementary teachers of special education were invited to discuss their opinions about autistic children’s needs and applications of communicative pictures and using condition. The results showed 8 most needed communication items under school context which are "ok!", " I don’t want.", "Hello, teacher.", "I need help!", "Thank you.", "I want to eat.", "I want to drink." and " I want to pee.". With literature reviews, product analysis, surveys, expert interviews, a set of designing principles for Communicative Pictures were figured out in two aspects: picture specifications and picture contents with communication elements of non-verbal messages as information giver, information receiver, context and action, facial expressions, gestures and object. A dialog box and protruding lines were proposed too. A set of communicative pictures were developed accordingly. Then, four 10-year-old pupils with severe autism and non-verbal ability were invited as research subjects for a single subject research with feature of the Solomon four-group design in the experiment. Four other special education teachers were invited to design the communicative pictures based on this set of principles. The results showed that children with autism can enhance their communicative performance by using communicative pictures through teaching and repeated practices. They have better learning performance by using the communicative pictures which were based on the set of design principles proposed by this study. Teachers felt that this set of design principles is a good one to follow to make the needed communicative pictures. The set of design principles proposed in this study should be promoted to design other communication pictures. It is also a good reference in selecting or designing such pictures for parents and teachers to improve autistic children's communication and learning effectiveness.