自然環境教學對重度智能障礙兒童溝通能力的影響及其相關研究

The Effects of Milieu Teaching on Communication Abilities of Children with Severe Mental Retardation

黃志雄(Chih-Shiung Huang)

《特殊教育與復健學報》 10期 (2002/11) Pp. 71-102

摘要

本研究旨在探討自然環境教學對重度智能障礙兒童溝通能力的影響。研究方法採用單一受試實驗設計中跨受試多探試設計，自變項為自然環境教學，依變項為重度智能障礙兒童各項溝通行為的次數，以三名7到9歲的重度智能障礙兒童為研究對象，分別接受基線期、介入期和維持期之實驗處理。資料蒐集以攝影機拍攝和記錄各項溝通行為在每個行為樣本中出現的次數，蒐集到的資料以目視分析和時間序列C統計加以分析，同時並輔以其他觀察資料分析及社會效度分析。研究結果發現：（一）自然環境教學顯著增進重度智能障礙兒童自發性溝通行為和類化溝通行為的次數。（二）自發性及類化溝通行為的次數在自然環境教學褪除後亦能維持。（三）自然環境教學顯著降低重度智能障礙兒童異常溝通行為的次數。（四）自然環境教學的效果能夠維持重度智能障礙兒童異常溝通行為的次數。（五）自然環境教學對重度智能障礙兒童的其他影響有，受試甲：提高挫折容忍度、增加主動溝通的意願、增加溝通行為的適當性、增加溝通互動的等待時間。受試乙：增加仿說能力、提高挫折容忍度、增加認知學習的意願。受試丙：增加溝通互動等待的時間、減少不適當的溝通方式。（六）家長和教師均認為自然環境教學能增進重度智能障礙兒童的溝通能力，並認為增進溝通能力的因素包括：在自然的環境中學習、情境化和生活化的教學方式、有系統的教學策略、有效運用增強系統和溝通圖卡的使用。

關鍵字

自然環境教學 ； 重度智能障礙 ； 溝通能力 ； 異常行為 ； 溝通訓練

並列摘要

The effects of milieu teaching on the communication abilities of children with severe mental retardation were evaluated in this study. The single-subject, multiple probe across subjects approach was adopted, with milieu teaching as the independent variable and the numbers of various communication behaviors as dependent variables The study subjects were three children with severe mental retardation ages between 7 and 9. Behavioral data were collected during baseline, intervention, and maintenance phases. Visual analysis and time series Cstatistics were used to evaluate the effects of milieu teaching on the subjects in terms of spontaneous, generalization, and exceptional communication behaviors. The effects of other observational data, as well as the social validity of the interview data were also analyzed.The major findings of this study are:1. The number of spontaneous and generalization behaviors of the tested subjects increased significantly, while the number of exceptional communication behaviors decreased significantly with milieu teaching.2. The numbers of various communication behaviors was maintained with milieu teaching.3. Milieu teaching also showed promising signs on improving other communication behaviors. Improvements on frustration endurance, and the willingness of active communications, and the appropriateness of communication behaviors, as well as the waiting time during interaction were observed on one of the subjects. On another subject, improved language imitation, frustration endurance, and the willingness of learning relative cognition were observed. On the third subject, the benefit of milieu teaching was evident by observing the elongated latency during interaction and decreased maladaptive communication behaviors.4. Parents and teachers confirmed that milieu teaching could improve the communication ability of the children with severe mental retardation. Keys to the success of communication improvement include the creation of a natural learning environment, the use of contextual and living teaching, systematic teaching strategies and the effective uses of reinforcement systems and communication books.

並列關鍵字

Milieu Teaching ； Severe Mental Retardation ； Communication Abilities ； Exceptional Behavior ； Communication Training

參考文獻

Abbeduto, L.,Short-Meyerson, K.,Benson, G.,Dolish, J.(1997).Signaling of noncomprehension by children and adolescents with mental retardation: Effects of problem type and speaker identity.Journal of Speech, Language, and Learning Research.40,20-32.

Alpert, C. L.,Kaiser, A. P.(1992).Training parents as milieu language teachers.Journal of Early Intervention.16,31-52.

American Psychological Association(2001).Publication manual of American Psychological Association.Washington, DC:American Psychological Association.

Beithman, J. H.,Peterson, M.(1986).Disorders of language, communication, and behavior in mentally retarded children.PsychiatriCClinics of North America.9(4),689-698.

Beukelman, D. R.,Mirenda, P.(1998).Augmentative and alternative communication: Management of severe Communication disorders in children and adults.Baltimore, MD:Paul H. Brookes Publishing Co.