應(yīng)用PECS干預(yù)重度智力障礙兒童溝通能力的個案研究
發(fā)布時間：2018-12-06 07:46
【摘要】：溝通能力是智力障礙兒童強化生活技能和社會適應(yīng)能力的重要基礎(chǔ),而重度智力障礙兒童認知嚴重不足,動作、語言等發(fā)育十分遲緩,大多數(shù)智障兒童溝通能力十分有限,重度、極重度智障兒童溝通能力尤其有限。因此,對重度智力障礙兒童溝通能力的研究具有十分重要的意義。本研究正是以某特殊教育學校的兩名重度智力障礙兒童為對象,探討圖片交換溝通系統(tǒng)(PECS)對兩名兒童溝通能力的干預(yù)情況。干預(yù)前,筆者采用非標準化量表《使用圖片交換溝通系統(tǒng)基本能力評估表》,結(jié)合學生的個別化教育計劃對兒童當前的情況進行了綜合評估。兩名兒童的干預(yù)時間為9月至12月,各進行了36次教學,每次25分鐘。研究中使用攝像機完成數(shù)據(jù)采集,再利用各階段目標行為觀察記錄表對數(shù)據(jù)進行整理與分析。干預(yù)結(jié)束時,兩名兒童都已經(jīng)順利完成了第四階段的教學。研究結(jié)果顯示,圖片交換溝通系統(tǒng)對兩名重度智力障礙兒童溝通能力的提升有效果,PECS介入后,他們溝通動機增強,能夠較為主動、正確地表達自身要求和活動喜好,建立了以圖片為媒介的溝通的基本模式。溝通能力的遷移上,二人在特校的間食課上仍能使用圖片進行溝通表達,佐證了本實驗有一定的維持和類化效果。經(jīng)過約3個月的干預(yù)訓(xùn)練,兩名兒童可以初步運用圖片和簡單句條進行替代溝通。總結(jié)整個研究過程,為后續(xù)教學提供以下幾點建議:依學生的學習狀態(tài)靈活調(diào)整教學,盡可能變換不同的溝通伙伴,干預(yù)情景類化到多種環(huán)境,充分調(diào)動家長的參與。
[Abstract]:Communication ability is an important foundation for children with mental retardation to strengthen their life skills and social adaptability, while children with severe mental retardation have serious lack of cognition, slow growth of movement and language, and most children with intellectual disabilities have very limited communication ability. The communication ability of children with severe and extremely severe mental retardation is especially limited. Therefore, it is of great significance to study the communication ability of children with severe mental retardation. In this study, two children with severe mental retardation in a special education school were selected to investigate the intervention of picture exchange communication system (PECS) on the communication ability of two children. Before the intervention, the author used the non-standardized scale < the basic ability assessment table of using the picture exchange communication system], combined with the individual education plan of the students to carry on the comprehensive evaluation to the children's current situation. The intervention lasted from September to December, with 36 teaching sessions of 25 minutes each. In the study, the camera is used to complete the data acquisition, and then the target behavior observation record table is used to sort and analyze the data. At the end of the intervention, both children had successfully completed the fourth phase of teaching. The results show that the picture exchange communication system can improve the communication ability of two children with severe mental retardation. After the intervention of PECS, their communication motivation is enhanced, and they can express their own requirements and activities correctly. The basic mode of communication based on pictures is established. In the transfer of communication ability, the two people can communicate with each other in the special school food class, which proves that the experiment has a certain effect of maintenance and classification. After about 3 months of intervention training, the two children can initially use pictures and simple sentences for alternative communication. This paper summarizes the whole research process and provides the following suggestions for the follow-up teaching: adjust the teaching flexibly according to the students' learning state, change different communication partners as far as possible, intervene into various environments and fully mobilize the parents' participation.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G764
本文編號：2365693
[Abstract]:Communication ability is an important foundation for children with mental retardation to strengthen their life skills and social adaptability, while children with severe mental retardation have serious lack of cognition, slow growth of movement and language, and most children with intellectual disabilities have very limited communication ability. The communication ability of children with severe and extremely severe mental retardation is especially limited. Therefore, it is of great significance to study the communication ability of children with severe mental retardation. In this study, two children with severe mental retardation in a special education school were selected to investigate the intervention of picture exchange communication system (PECS) on the communication ability of two children. Before the intervention, the author used the non-standardized scale < the basic ability assessment table of using the picture exchange communication system], combined with the individual education plan of the students to carry on the comprehensive evaluation to the children's current situation. The intervention lasted from September to December, with 36 teaching sessions of 25 minutes each. In the study, the camera is used to complete the data acquisition, and then the target behavior observation record table is used to sort and analyze the data. At the end of the intervention, both children had successfully completed the fourth phase of teaching. The results show that the picture exchange communication system can improve the communication ability of two children with severe mental retardation. After the intervention of PECS, their communication motivation is enhanced, and they can express their own requirements and activities correctly. The basic mode of communication based on pictures is established. In the transfer of communication ability, the two people can communicate with each other in the special school food class, which proves that the experiment has a certain effect of maintenance and classification. After about 3 months of intervention training, the two children can initially use pictures and simple sentences for alternative communication. This paper summarizes the whole research process and provides the following suggestions for the follow-up teaching: adjust the teaching flexibly according to the students' learning state, change different communication partners as far as possible, intervene into various environments and fully mobilize the parents' participation.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G764
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